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1. Teaching
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have difficulty with place value can have markers that align
numerals. Ones, tens, and hundred can be placed at the top of
the column on the graph to help students with the recall of
information. Calculators are also presented by the authors, who
say that calculators are encouraged by the NCTM. These devices
serve as a way to verify answers. Students should also have
symbols that represent operations in math, and pictorial and
concrete representation of the material to strengthen their
skillset.
When children learn to read, they are usually placed in
groups of students at the same level as them, which is not often
done in mathematics. The authors suggest that this should also
be done in math so teachers can use specific instruction for
students with learning disabilities, rather than a one-size fits all
class instruction.
Geary, D. 2004. Mathematics and learning disabilities. Journal of Learning
Disabilities,
37(1), 4-15.
Children with Learning disabilities often have trouble with
numbers, counting, and arithmetic. Counting principles and the
principles of problem solving tended to be lacking in the children
used in this study. The study also goes on to say that children
with learning disabilities continue to have difficulties in retrieving
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Thornton, C., Langrall, C., & Jones, G. 1997. Mathematics instruction for elementary students
with learning disabilities. Journal of Learning Disabilities, 30(2), 142-150.
This study highlights the need for teachers to constantly be
questioning their long standing beliefs when it comes to
teaching, learning, and using curriculum. Common practice in
todays classroom reflects a narrow focus on computation. The
paper speaks about how the NCTM proposed five goals to rethink
math teaching and learning. They include instilling value of math
on students, increasing confidence in their ability to do math,
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