Teachers, help you students learn to do word problems. Learn to use the STAR approach. (S) Search the problem. (T) Translate the problem. (A) Answer the problem. (R) Review the solution. Examples and sample scripts are given for this empirically validated technique.
Automatic recall of basic math facts, sometimes termed math fluency, is generally considered to be a key foundation for higher-level math skills. When children have automatic recall of facts, they can quickly retrieve answers from memory without having to rely on counting procedures, such as counting on fingers. Lack of automatic recall is a problem as children advance into the middle and later elementary grades, because the need to rely on laborious counting procedures creates a drain on mental resources needed for learning more advanced mathematics.
Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994).
Center for Implementing Technology in Education (CITEd)
When should a teacher allow students to use a calculator? Here is a look at what research shows about the when a calculator should be used- and when it should not be used. A flow chart is provided to help teachers make a choice about classroom calculator use.
Mr. Self comes to teaching math to adolescents with learning disabilities from an unlikely route. He began in the business world. After his last child finished college he decided to follow his passion-teaching students to understand the concepts of math.
Read about the warning signs of dyscalculia for young children, school age children and teenagers and adults. The National Center for Learning Disabilities summarizes what you should know about dyscalculia.
Mathematics learning disabilities do not often occur with clarity and simplicity. Rather, they can be combinations of difficulties which may include language processing problems, visual spatial confusion, memory and sequence difficulties, and/or unusually high anxiety.
Manipulatives are concrete objects that are commonly used in teaching mathematics. However, because manipulatives typically are used as part of a much broader program of math instruction, it has sometimes been unclear in research studies how much benefit children derive specifically from manipulatives as opposed to other features of instruction.
