Strategies and Interventions to Support Students with Mathematics Disabilities Brittany L. Hott, PhD Laura Isbell, PhD Texas A&M University- Commerce Teresa Oettinger Montani, EdD Fairleigh Dickinson University (December 2014) In the absence of intensive instruction and essential that students with math difficulties intervention, students with mathematics and disabilities be prepared to meet with difficulties and disabilities lag significantly success on these newly articulated grade behind their peers (Jitendra et al., 2013; level expectations in mathematics. Special Sayeski & Paulsen, 2010). Conservative education teachers and general education estimates indicate that 25% to 35% of teachers need to have strategies to help students struggle with mathematics students who struggle with mathematics to knowledge and application skills in general gain access to the general education education classrooms, indicating the curriculum and to meet with success in all presence of mathematics difficulty areas of math including math literacy and (Mazzocco, 2007). Additionally, 5% to 8% of conceptual knowledge (Gargiulo & Metcalf, all school-age students have such significant 2013; Powell, Fuchs, & Fuchs, 2013). deficits that impact their ability to solve Although the CCSS do not provide a computation and/or application problems curriculum, they do specify the topics within that they require special education services standards that should be addressed by grade (Geary, 2004). This InfoSheet provides an level. CCSS included two major components: overview of strategies and resources to Standards for Mathematics Practice and support students with, or at-risk for, Standards for Mathematics Content. These mathematics learning disabilities. standards indicate that students should be able to (1) make sense of problems and Common Core Mathematics Standards persevere in solving them, (2) reason abstractly and quantitatively, (3) construct With the current emphasis on the Common viable arguments and critique the reasoning Core State Standards (CCSS; National of others, (4) model with mathematics, (5) Governors Association Center for Best use appropriate tools strategically, (6) attend Practices [NGA Center], 2010, 2014), it is to precision, (7) look for and make use of 1 structure, and (8) look for and express students with math disabilities. In their regularity in repeated practices. During the article, the authors stated that third grade is a elementary years, focus is placed on time when mathematical disabilities tend to mathematics fundamentals with the goal of be identified, and used the seven moving from counting skills to multiplying interventions to illustrate the principles. The and dividing fractions. By middle school, seven principles include (1) instructional students are expected to understand explicitness, (2) instructional design to geometry, ratios and proportions, and pre- minimize the learning challenge, (3) provide algebra skills. During high school, the focus is strong conceptual knowledge for procedures on more advanced algebra, functions, taught, (4) drill and practice, (5) cumulative modeling, advanced geometry, statistics, and review, (6) motivation to help students probability content. For a complete listing of regulate their attention and behavior and to grade level standards download the complete work hard, and (7) on-going progress set of grade specific standards monitoring. (www.corestandards.org/the- standards/mathematics). Strategies for Teaching Problem Solving Skills The Early Learning in Mathematics program (Davis & Jungjohann, 2009) is an Strategy training has been helpful to students example of a core mathematics program that with LD when learning mathematical embodies the current thinking on effective concepts and procedures. The following are a instruction in math (Doabler et al., 2012). few examples of strategies that are useful to Both systematic and explicit instruction and teachers when instructing students with LD detailed coverage of significant areas of in problem solving. content in mathematics are addressed in this program. The successful elements of explicit RIDE (Mercer, Mercer, & Pullen, 2011) and systematic instruction incorporated in RIDE is a strategy used to assist students this program that can also be utilized in other with solving word problems. Students who core mathematics instruction include the experience difficulty with abstract reasoning, following: attention, memory, and/or visual spatial 1. Specific and clear teacher models skills may benefit from the strategy. Ensure 2. Examples that are sequenced in level that steps are taught through demonstration of difficulty and plenty of opportunities for practice are 3. Scaffolding provided before asking students to 4. Consistent feedback independently use the strategy. Visually 5. Frequent opportunity for cumulative display the strategy on a chart or class review (NCEERA, 2009) website as a reminder. Fuchs and Fuchs (2008) identified seven principals of effective practice for primary 2 R-- Remember the problem correctly I-- Identify the relevant information D-- Determine the operations and unit for expressing the answer E-- Enter the correct numbers, calculate and check the answer FAST DRAW (Mercer & Miller, 1992) to independently implement the strategy. Like RIDE, FAST DRAW is another strategy Create a visual display and post in the used to solve word problems. Teach each classroom or student notebooks to assist step in the sequence allowing sufficient time students. for guided practice prior to asking students F— Find what you’re solving for. A— Ask yourself, “What are the parts of the problem?” S— Set up the numbers. T— Tie down the sign. D — Discover the sign. R — Read the problem. A — Answer, or draw and check. W— Write the answer. TINS Strategy (Owen, 2003) The TINS strategy allows students to use different steps to analyze and solve word problems. T—Thought Think about what you need to do to solve this problem and circle the key words. I— Information Circle and write the information needed to solve this problem; draw a picture; cross out unneeded information. N— Number Sentence Write a number sentence to represent the problem. S-- Solution Sentence Write a solution sentence that explains your answer. 3 Strategies to Support Vocabulary • divisor; visualize quotation marks as Development the keyword for quotient (Mastropieri Strategies that can help students improve & Scruggs, 2002). their mathematic vocabulary include (a) pre- teach vocabulary, (b) mnemonic techniques, Strategies to Assist with Teaching and (c) key word approaches. These Algebraic Concepts strategies are only a few strategies available to help enhance students’ mathematics Algebra is introduced in elementary school as vocabulary comprehension. students learn algebraic reasoning involving patterns, symbolism, and representations. Pre-teach Vocabulary Students experience difficulty with algebra • Use representations, both pictorial for various reasons including difficulty and concrete, to emphasize the understanding the vocabulary required for meaning of math vocabulary (Sliva, algebraic reasoning, difficulties with problem 2004). solving, and difficulties understanding • Pretest students’ knowledge of patterns and functions necessary for glossary terms in their math textbook algebraic reasoning. Possible strategies to and teach vocabulary that is unknown assist with teaching algebraic concepts or incorrect. include, but are not limited to, (a) teaching Mnemonic Techniques key vocabulary needed for algebra, (b) • Teach mnemonic techniques to help providing models for identifying and remember word meanings. extending patterns, (c) modeling “think • Use mnemonic instruction to help aloud” procedures for students to serve as students improve their memory of examples for solving equations and word new information (The Access Center, problems, (d) incorporating technology 2006). usage (e.g., graphing calculators) (Bryant, Key Word Approach 2008), and (e) implementing Star Strategy • Use the keyword approach (e.g., described below (Gagnon & Maccini, 2001). visualize a visor as the keyword for S— Search the word problem. T— Translate the words into an equation in picture form A— Answer the problem R— Review the problem. 4 CRA and CSA Instructional Methods Using multiple representations, beginning with the concrete level and moving to the Maccini and Gagnon (2005) stated that the abstract level, is an effective technique in STAR strategy incorporates the concrete- helping struggling learners solve calculation Semiconcrete-Abstract (CSA) instructional problems. The Concrete-Representational- sequence, which gradually advances to Abstract (CRA) teaching sequence has been abstract ideas using the following found to help students with LD learn progression: (a) concrete stage, (b) procedures and concepts (Flores, Hinton, & semiconcrete stage, and (c) abstract stage. By Strozier, 2014). During the concrete stage using the CSA framework teachers can students are in the “doing” stage, during the incorporate effective teaching components to representational stage students are in the teach students effectively and efficiently. “seeing” stage, and during the abstract phase Students progressively move through each students are in the “applying” stage. Students stage to achieve mastery in a mathematic move through the phases fluidly. concept. C— Concrete: students use three-dimensional C— Concrete: students use three-dimensional objects to represent math problems objects to represent