1. Strategies for Improving Math Instruction for Students with Learning Difficulties
Serena Alderson
Manager of School Partnerships
Carnegie Learning, Inc
July 22, 2014

2. Goals for this session:
Experience a lesson & discuss modifications using the Math Accessibility Framework.
Discuss and develop strategies for modifying a lesson.
Deepen knowledge about math accessibility.
Leave with ideas that can be applied in your classrooms.

3. Overarching Goal: To help teachers make math instruction more accessible for a
ELPS GT
Pre-AP
On grade Level
Range of Learners
to Improve
Student Learning
© 2011, EDC

4. How will we improve student learning
How will we improve student learning? Provide high-quality, accessible instruction that:
Meets the needs of students with difficulties while maintaining the integrity of the math
Teaches math meaningfully to build students’ understanding
Uses research-based strategies
Sets high expectations for student learning
Provides accommodations and support while also helping to build student independence

5. How will we improve student learning?
What might teachers need to help them provide high-level, accessible math instruction/tasks to their students?

6. Goals for Teachers
© 2011, EDC

7. Math Accessibility Framework
In this section, we will:
Introduce a Math Accessibility Framework
Analyze a mathematical task
Align strategies with students’ strengths and difficulties and the math goals of the task
Discuss a variety of strategies

8. Math Accessibility Framework

9. Lesson 8.6 Get Growing! Using the Math Accessibility Framework:
Complete the assigned part of the problem individually
Discuss with your table partner:
How did you get started?
What was your approach to solving the problem?

10. Get Growing! cont. Make a table? Construct a diagram?
What strategies did you use?
Make a table?
Construct a diagram?
Use manipulatives?
Write an expression?
Identify a pattern?

11. Analyze Math Problem from an Accessibility Lens
Work with a partner to fill out the top left box on Accessibility Planner.
What are the math goals?
What kinds of mathematical demands does the problem place on students?
Conceptual?
Language?
Visual-Spatial?
Other?
What are the potential problem barriers for students?

12. Aligning for Students Divide into groups of 3 or 4.
As a group, read your students’ information. (this is found in the envelope on your table).
Fill out the top right box on page 5 with the students’ strengths & difficulties.
What are your students’ strengths and difficulties?

14. Align Accessibility Strategies
Goals
Align strategies with students’ strengths and difficulties and the math goals
Consider a wide variety of strategies using strategy cards.
Cautions for Accessibility Strategies
Making adaptations that lose the integrity of the mathematics
Setting expectations too low for students

15. Strategy Cards
Goal: Find 2 strategies that are a particularly good match to your student and the math problem.
1. Each person gets 4 strategy cards to start.
Take new cards from the deck.
Rejected cards go face up in the middle so others can use them/see them.
Trade with colleagues and work together so that everyone finds 2 strong strategies.
2. Discuss the strategies.
What strategies did you pick?
Why are they a good match?

16. What if you had all these students?
You probably do!
Many strategies are helpful for all students, not just those with difficulties
Many strategies are helpful throughout year
Alignment is key!
© 2011, EDC

17. What stood out for you about the process of aligning strategies?
Activity Debrief:
What stood out for you about the process of aligning strategies?
How might you use this activity with teachers in your school?

18. Wrap Up & Evaluation
What is one idea that you will take back from this session?

19. Credits
The course, Improving Math Learning for Students with Disabilities was developed at Education Development Center, Inc (EDC).
The project was funded by the National Science Foundation, grant # ESI
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
© 2010, EDC

20. Contact Information
Serena Alderson (888) x493 toll free