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Readiness
According to Ariel (1992), students with LD must acquire (a) general
developmental readiness, and (b) conceptual number readiness. General
developmental readiness includes ability in the areas of classification, one-toone correspondence, seriation, conservation, flexibility, and reversibility.
Computational skills
Adaptations and modifications in the instruction of computational skills are
numerous and can be divided into two areas: memorizing basic facts and
solving algorithms or problems.
Basic Facts. Two methods for adapting instruction to facilitate recall of basic
facts for students with math disabilities include (a) using games for continued
practice, and (b) sequencing basic facts memorization to make the task easier.
Beattie and Algozzine (cited in McCoy & Prehm, 1987) recommend the use of
dice rolls, spinners, and playing cards to give students extra practice with fact
memorization and to promote interest in the task by presenting a more gamelike orientation. Further, McCoy and Prehm (1987) suggest that teachers display
charts or graphs that visually represent the students' progress toward
memorization of the basic facts. Sequencing fact memorization may be an
alternative that facilitates instruction for students with LD. For example, in
teaching the multiplication facts, Bolduc (cited in McCoy & Prehm, 1987)
suggest, starting with the xO and x1 facts to learn 36 of the 100 multiplication
facts. The x2 and x5 facts are next, adding 28 to the set of memorized facts.
The x9s are introduced next, followed by doubles such as 6 x 6. The remaining
20 facts include 10 that are already known if the student is aware of the
commutative property (e.g., 4 x 7 = 7 x 4). New facts should be presented a
few at time with frequent repetition of previously memorized facts for students
with LD.
Solving Algorithms. Computation involves not only memorization of basic facts,
but also utilization of these facts to complete computational algorithms. An
algorithm is a routine, step-by-step procedure used in computation (Driscoll,
1980 cited in McCoy & Prehm, 1987). In the addition process, McCoy and Prehm
(1987) present three alternatives to the standard renaming method for solving
problems, including expanded notation (see Figure 1 ) partial sums (see Figure
2), and Hutchings' low-stress algorithm (see Figure 3). Subtraction for students
with mathematics disabilities is made easier through the use of Hutchings' lowstress subtraction method (McCoy & Prehm, 1987) (see Figure 4) where all
renaming is done first. Multiplication and division (McCoy & Prehm, 1987) can
be illustrated through the use of partial products (see Figure 5) . Further, arrays
that use graph paper to allow students to plot numbers visually on the graph
and then count the squares included within the rectangle they produce. Arrays
can be used in combination with partial products to modify the multiplication
process, thereby enabling students with math disabilities to gain further insight
into the multiplication process.
Providing adaptations is often very effective for helping students with
mathematics disabilities successfully use facts to solve computational problems.
Salend (1994) lists suggestions for modifying mathematics assignments in
computation. These suggestions are shown in Table 1.
Figure 1. Expanded
Notation
29
=
+43
=
72
Figure 2. Partial
Sums
39
+65
(sum of the ones)
14
(sum of the tens)
90
104
56
83
27
39
3247
47
-1736
3247
1247
-1 736
3 247
21247
-1 736
3 247
21247
-1 736
1 511
Figure 5. Partial
Products
1) 2 * 3 = 6
2) 2 * 20 = 40
23
*12
3) 10 * 3 = 30
4) 10 * 20 =
200 / 276
Problem-solving:
Problem-solving can be adapted and modified for students with mathematics
disabilities in several different ways (see Kelly & Carnine in this series for
additional word problem-solving instructional strategies). Polloway and Patton
(1993) note that students with math disabilities improve their problem-solving
skills through teacher-directed activities that include (a) having students read or
listen to the problem carefully; (b) engaging students in focusing on relevant
information and/or significant words needed to obtain the correct answer while
discarding the irrelevant by writing a few words about the answer needed (e.g.,
number of apples), by identifying aloud or circling the significant words in the
problem, and by highlighting the relevant numbers; (c) involving students in
verbalizing a solution for the problem using a diagram or sketch when
appropriate; (d) developing strategies for working through the story problem by
writing an appropriate mathematical sentence; and (e) performing the
Hammill and Bartel (in Polloway & Patton, 1993) offer many suggestions for
modifying mathematics instruction for students with LD. They encourage
teachers to think about how to alter instruction while maintaining the primary
purpose of mathematics instruction: Competence in manipulating numbers in
the real world. Their suggestions include:
1. Altering the type or amount of information presented to a student such as
giving the student the answers to a story problem and allowing the
student to explain how the answers were obtained.
2. Using a variety of teacher-input and modeling strategies such as using
manipulatives during the instructional phase with oral presentations.
Summary
The mathematical ability of many students with LD can be developed
successfully in the general education classroom with proper accommodations
and special education instructional support. To this end, teachers should be
aware of the necessity for adapting and modifying the environment to facilitate
appropriate, engaging instruction for these students. Use of manipulatives is
encouraged to provide realistic and obvious illustrations of the underlying
mathematical concepts being introduced. Reliance on problem-solving strategies
to improve students' memories and provide a more structured environment for
retention of information also is appropriate. Finally, teachers must evaluate the
amount of time spent in instruction, the use of effective instructional practices,
student progress (see Bryant in this series), and the use of Real-life activities
that encourage active, purposeful learning in the mathematics classroom.
References
The University of Texas at Austin - LD Forum: Council for Learning Disabilities - Winter 1996