mathematical disabilities
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- 1. SPED 108
Psychological and Physical Approach - 2. MATHEMATICAL DISABILITIES
Prepared By:
Candice Camille A. Santiago - 3. LEARNING TO CALCULATE
- 4. Toddlers have a sense of numbers and can already deal with
limited arithmetic operations (e.g. Simple adding and
subtracting)
- 5. Some children were very adept in mathematical calculations
while others struggled despite much effort and
motivation.
- 6. The percentage of school-age children who experience
difficulties in learning mathematics has been steadily growing in
the last three decades.
- 7. Is the brains ability to perform arithmetic calculations
declining? If so, why?
- 8. Does the brain get less arithmetic practice because
technology has shifted computation from brain cells to inexpensive
electronic calculators?
- 9. Brain scanning studies have revealed clues about how the
brain performs mathematical operations.
- 10. PARIETAL LOBE
FRONTAL LOBE - 11. About 6 percent of school-age children have some form of
difficulty with processing mathematics.
- 12. The condition that causes persistent problems with
processing numerical calculations is often referred to as
dyscalculia.
- 13.
- 14. ENVIRONMENTAL CAUSES
- 15. Mathematics ability is regarded more as a specialized
function rather than as a general indicator of
intelligence.
- 16. More than 90 percent of parents expect their children to go
to college and almost 90 percent of kids want to go to college,
fully half of those kids want to drop mathematics as soon as they
can.
- 17. Fear of Mathematics
Some children develop a fear (or phobia) of mathematics because of negative experiences in their past or a simple lack of self-confidence with numbers. - 18. Quality of Teaching
Student achievement in mathematics is strongly linked to the teachers expertise in mathematics. - 19. NEUROLOGICAL and OTHER CAUSES
- 20. The parietal lobe is heavily involved with number
operations, damage to this area can result in
difficulties.
- 21. Individuals with visual processing weaknesses and
sequencing difficulties almost always display difficulties with
mathematics.
- 22. Genetic factors also seem to play a role in causing
mathematical disabilities.
- 23.
- 24. MATHEMATICAL DISORDERS
- 25. General Symptoms
Inconsistent results with addition, subtraction, multiplication, and division
Inability to remember mathematical formulas, rules or concepts
Difficulty with abstract concepts of time and direction
Consistent errors when recalling numbers including transpositions, omissions, and reversals
Difficulty remembering how to keep score during games - 26.
- 27. TYPES OF MATHEMATICAL DISORDERS
- 28. Number Concept Difficulties
Most children with mathematical disorders nevertheless have their basic number competencies intact. - 29. Children with mathematical disorders have deficits in
counting knowledge and counting accuracy.
Counting Skill Deficits - 30. Difficulties with Arithmetic Skills
Children with mathematical disorders have difficulties in solving simple and complex arithmetic problems. - 31. Procedural Disorders
~ use arithmetic procedures (algorithms) that are developmentally immature
~ have problems sequencing the steps of multi-step procedures
~ have difficulty understanding the concepts associated with procedures
~ make frequent mistakes when using procedures - 32. Memory Disorders
Have difficulty retrieving arithmetic facts
Have a high error rate when they do retrieve arithmetic facts
Retrieve incorrect facts that are associated with the correct facts - 33. Visual-Spatial Deficits
Have difficulties in the spatial arrangement of their work, such as aligning the columns in multicolumn addition
Often misread numerical signs, rotate and transpose numbers, or both
Misinterpret spatial placement of numerals, resulting in place value errors
Have difficulty with problems involving space in areas, as required in algebra and geometry - 34. What is the Future of Research in Mathematics
Disorder?
- 35. By learning more about exactly how infants brains process
arithmetic calculations, we can build on this foundation when
exposing children to more complex mathematics.
- 36. Researchers need to determine which types of mathematical
disorders are simply delays in development and which may represent
more fundamental problems.
- 37. What genetic factors affect the neural networks and
cognitive skills that support mathematical operations?
- 38. What types of mathematical disorders are related to reading
disorders, and why?
- 39. The ultimate goal of research is to develop remedies to
help individuals deal with their problems.
- 40. What do educators need to consider?
- 41. Determining the Source of the Problem
The first task facing educators who deal with children with mathematics disorder is to determine the nature of the problem. - 42. Prerequisite Skills
1. Follow sequential directions.
2. Recognize patterns.
3. Estimate by forming a reasonable guess about quantity, size, magnitude, and amount.
4. Visualize pictures in ones mind and manipulate them. - 43. 5, Have a good sense of spatial orientation and space
organization.
6. Do deductive reasoning, that is, reason from a general principle to a particular instance, or from a stated premise to a logical conclusion. - 44. 7. Do inductive reasoning, that is, come to a natural
understanding that is not the result of conscious attention or
reasoning, easily detecting the patterns in different situations
and the interrelationships between procedures and
concepts.
- 45. Less is More
Students with special needs are likely to be more successful if taught fewer concepts in more time.
Students with special needs should focus on mastering a few important ideas and learn to apply them accurately. - 46. Use of Manipulatives
Students with special needs who use manipulatives in their mathematics classes outperform similar students who do not. - 47. Search for Patterns
Many children with learning disabilities including those with mathematical disorders can learn basic arithmetic concepts. - 48. Build on Students Strengths
Teachers can often turn a students failure into success if they build on what the student already knows how to do.
Most people learn mathematics best in the context of real-world problems. - 49. Mathematics for Students Studying English as a second
Language
- 50. Mathematics is one of the first subjects where ESL students
are mainstreamed.
- 51. Although the language of mathematics is precise, it is not
always translated accurately by ESL students.
- 52. Cultural differences also play a role, especially in the
interpretation of story problems.
- 53. The algorithms that an ESL student uses to make
calculations may be misinterpreted as a mathematics
disorder.
- 54. STRATEGIES TO CONSIDER
Mathematical Disabilities - 55. General Guidelines for Teaching Mathematics to Students
with Special Needs
- 56. Help students develop conceptual understanding and
skills.
Consider giving more oral and fewer written tests.
Develop meaningful (relevant) practice exercises.
Maintain reasonable expectations.
Build on childrens strengths. - 57. Use manipulative appropriately.
Help students make connections.
Determine and build on a students informal learning strategies.
Accommodate individual learning styles as much as practicable.
Use technology appropriately. - 58. Diagnostic Tools for Assessing Learning Difficulties in
Mathematics
- 59. 1. Level of Cognitive Awareness.
2. Mathematics Learning Profile.
Quantitative and Qualitative Learners
3. Language of Mathematics
4. Prerequisite Skills - 60. 5. Levels of Learning Mastery
Level One. Connect new knowledge to existing knowledge and experiences.
Level Two. Searches for concrete material to construct a model or show a manifestation of the concept.
Level Three. Illustrate the concept by drawing a diagram to connect the concrete example to a symbolic picture or representation. - 61. Level Four. Translates the concept into mathematical
notation using number symbols, operational signs, formulas, and
equations.
Level Five. Applies the concept correctly to real world situations, projects, and story problems.
Level Six. Can teach the concept successfully to others, or can communicate it on a test. - 62. Mathematics for ESL Students with Learning
Disabilities
- 63. Appraising abilities in Mathematics.
Selecting the language of instruction.
Moving from concrete experiences to abstract concepts.
Using strategies for concept development.
Using Mathematics to develop language.
Using students strengths. - 64. Fin.
Presentation by:
Candice Santiago