A professional learning community (PLC) that meets regularly is ready to focus their attention to the math/science connection. They want to deepen their growing knowledge base about technology integration.
Why can’t everyone think with numbers? Why do some children learn math readily, handle money and time concepts with ease, retain information from year to year, and think with numbers effortlessly? What cognitive processes do some have that others do not?
Peer interactions can greatly benefit a student’s understanding of mathematical concepts. To facilitate peer collaboration, teachers should pair students carefully, model effective ways to interact, provide students with relevant tools, and offer specific and differentiated advice. Struggling students may find it especially helpful to interact with peers who can provide explanations, clarify a process, and ask and answer questions.
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.
Over the past several decades important advances have been made in the understanding of the genetic, neural, and cognitive deficits that underlie reading disability (RD), and in the ability to identify and remediate this form of learning disability (LD).
Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction.
