Living with Math Taska Relerford EDSP 5319 Spring 2013 Dr. Charlotte Fontenot Thursdays 6:30-9pm

 The amount of research on teaching math has increased substantially in the last decade, and it is now clear that curriculum design, teacher behavior and student engagement directly influence the mathematics achievement of students with learning problems (Mercer, Jordan & Miller, 1994; Mercer & Miller, 1992).

 Teach the concept or skill first followed by having a math challenge individually or in a group.  Go beyond paper and pencil.  Utilize more games in home and school settings.  Create math situations in home and school everyday.

 Music  Dance  Art  Leadership Roles

 Books, fruits, soup cans  Trees, cars, buttons  People, animals, money

 Hi Ho Cherry-O for simple addition  Add dice for simple addition  Chutes and Ladders for introduction of  Yahtzee, Payday, Life and Monoply for addition and subtraction

 How many blue cars are at the red light?  How many baskets are ahead of us at the grocery store?  How many will be left in the waiting room to see the doctor after we go?  How many shirts did you put in the washing machine?  How much of your lunch will be left if you eat half of it?  How many quarters will your 4 friends get at the arcade if you divide 8 quarters?

 Bake cookies to teach fractions.  Drill with flash card for basic math facts and number recognition.  Use an abacus for problem solving skills.

 Instructing at a quick pacewith varied instructional activities at high levels of engagement.  Set challenging standards for achievement.  Incorporate self-verbalization methods.  Present physical and visual representations of number concepts or problem solving situations. Fuchs & Fuchs, 2001

 Telling time at hour transition times  Utilize computers for calendar skills  Pay for activities and special privileges with play money  Play with plastic geometric shaped objects during bath time

 Teaching math skills relies on both teachers and the parents.  Teaching math skills cannot begin in kindergarten, for it must begin at home.  Clear communication between teachers and parents will track success and prepare for more challenges.

 Baroody, Arthur J. (1987). Children’s Mathematical Thinking. A Developmental Framework for Preschool, Primary and Special Education Teachers. New York, NY: Teachers College Press  Mayfield, Kristin H., &Vollmer, Timothy R. (2007). Teaching math skills to at-risk students using home-based approaches. Journal of Applied Behavior Analysis, 40,  Mercer, C.D., Jordan, L., & Miller, S.P. (1994). Implications of constructivism for teaching math to students with mild to moderate disabilities. The Journal of Special Education, 28,  Mercer, C.D., & Miller, S.P., (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13 (3), ,61.  Mercer, C.D., Mercer, A.R., & Pullen, P.C. (2011). Teaching students with learning problems. (8 th ed.). Upper Saddle River, New Jersey: Merrill.  Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Doug (2013). Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties. Learning Disabilities Research & Practice, v28 n1 p38-48