1. Supporting Students With Learning Disabilities for Mathematical Success Lake Michigan Academy Amy Barto, Executive Director Katie Thompson, Teacher

2. LMA Student Population Students with learning disabilities –Basic Reading –Reading Fluency –Reading comprehension –Written expression –Math Calculation –Math Problem Solving –Oral Expression –Listening Comprehension Students with ADHD –Processing Speed Index of less than 85 –Significant academic weakness in reading comprehension, writing or mathematics

3. Hierarchy of Learning Abstract Representational Concrete

4. Michigan Curriculum Framework Vision Statement Mathematics is the science of patterns and relationships. It is the language and logic of our technological world. Mathematical power is the ability to explore, to conjecture, to reason logically and to use a variety of mathematical methods effectively to solve problems. The ultimate goal of mathematics education is for all students to develop mathematical power to participate fully as a citizen and worker in our contemporary world.

5. To Prepare Students for Algebra: Mathematics curriculum must simultaneously develop: – conceptual understanding –computational fluency –AND problem-solving skills. The development of these concepts and skills is intertwined, each supporting the other and reinforcing learning. - National Math Panel, January 2007 http://dww.ed.gov/topic/?T_ID=20

6. Teachers Role: providing students with sufficient practice distributed over time including a conceptually rich and varied mix of problems to support their learning encourage and support students in their efforts to master difficult mathematics content Students who believe that effort, not just inherent talent, counts in learning mathematics can improve their performance.

7. Algebra »Symbols and Expressions, »Linear Equations, »Quadratic Equations, »Functions, »Algebra of Polynomials, and »Combinatorics and Finite Probability

8. Best Practices for Math Learning Concrete Representational Abstract

9. Implementation of Best Practices Requires access to concrete supports at ALL age levels to reinforce learning.

10. Mathematics is the science of patterns and relationships. It is the language and logic of our technological world.

11. Scaffolding Comprehension for the Science and Language of Math Graphic Organizers in Math –“Cheat Sheets” –Categorization –Abbreviations & Symbols –Spatial Awareness –Scripts/Routines for Solving Problems Need support in identifying the variance in types of math problems

12. Mathematical power is the ability to explore, to conjecture, to reason logically and to use a variety of mathematical methods effectively to solve problems.

13. Scaffolding Exploration and Effective Application –Solve It! –Algeblocks –Algebra Tiles Concrete Representational Abstract

14. The ultimate goal of mathematics education is for all students to develop mathematical power to participate fully as a citizen and worker in our contemporary world.

15. Participation Expectations Should Vary Elementary –Everything is unknown. –Numbers define the world around us. –Development of effective strategies and fluency. Junior High –Application in multiple settings. –Exploring Symbolic Representation. High School –Application to the world around us. –Symbolic Representation. –Working to Independence.

16. ElementaryElementary & Junior High Calculation –Touch Math –Tens Blocks –Factor Blocks Problem Solving & Application –Touch Math –VanDeWalle –Solve It! –Factor Blocks Fluency = Comfort

17. Junior High - Algebras Problem Solving –Algeblocks –Algebra Tiles –Linking Concepts to Vocabulary Instructional Resources –AGS Publishing –Key Math Curriculum Press

18. One Application of MCF Vision: Core Classes Developmentally Focused Student Centered Big Ideas Problem Solving Preparation for Higher Math Graded Assessments Math Labs Skill development Problem Solving Ratio & Proportion Statistics Probability

19. Additional Areas for Supporting Math Skills Development Visual Arts Spatial Relations Measurement Estimation Geometry Visual Perception Performing Arts Patterning Sequencing Motor Planning Non-verbal Interpretation Spatial Awareness

20. Sources Brown, C. A Roadmap for Math Achievement for All Students. Center for Comprehensive School Reform and Instruction. Center for Comprehensive School Reform and Instruction. National Math Panel Reports, Jan. 2007.National Math Panel Reports VanDerHeyden, A. RTI and Math Instruction. RTI Action Network. RTI Action Network.

21. Resources Sousa, David. How the Brain Learns Mathematics. 2007. The Van de Walle Professional Mathematics SeriesThe Van de Walle Professional Mathematics Series

22. Some Sources for Materials ETA Cuiseniare http://www.etacuisenaire.com/ Exceptional Innovations Solve It!: A Practical Approach to Teaching Mathematical Problem Solving Skills http://www.exinn.net/solve-it.html Pearson AGS Globe http://www.pearsonschool.com/index.cfm?locator=PSZ1Ai Key Curriculum Press http://www.keypress.com/

23. Other Resources LDA of America http://www.ldaamerica.us/ National Library of Virtual Manipulatives http://nlvm.usu.edu/ The Algebra Project www.algebra.org Funbrain http://www.funbrain.com/math/index.html National Council for Teachers of Mathematics http://illuminations.nctm.org Wikispaces http://www.wikispaces.com