Académique Documents
Professionnel Documents
Culture Documents
Marist College
Spring 2018
Krista Coddington
Julissa Marcano
Nicole Snook
Emily Wylong
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Table of Contents
PART I ......................................................................................................................5
Interventions .............................................................................................................5
What is Dyscalculia? ................................................................................................6
Focus of Interventions .............................................................................................................. 9
Beach Ball Math Intervention Kit ......................................................................................... 11
Math Anxiety ..........................................................................................................19
Math Anxiety Intervention Kit .............................................................................................. 21
What is ADHD? ......................................................................................................32
Computer Assisted Instruction (CAI) ................................................................................... 34
BrainPOP / BrainPOP Jr. ...................................................................................................... 36
Language Deficiency ..............................................................................................41
Vocabulary Journal Intervention .......................................................................................... 43
Co-occurrence of dyscalculia and dyslexia ..........................................................47
Concrete-Representational-Abstract (CRA) with mnemonics ........................................... 51
PART II ...................................................................................................................57
Useful Websites for Support in Mathematics......................................................57
PART III .................................................................................................................63
Useful Apps for Support in Mathematics ............................................................63
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About the Authors
3
Nicole Snook is currently in her second year of the School
Newburgh, NY.
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PART I
Interventions
5
What is Dyscalculia?
In general, dyscalculia is a developmental learning disability in mathematical abilities,
which significantly interferes with school achievement and everyday living (Price & Ansari,
2014). With the lack of attention, research and various characteristics, there is no universal
definition of the term dyscalculia (Soares & Patel, 2015; Wadlington & Wadlington, 2008).
Research suggests that dyscalculia affects between 3-14% of individuals (Michaelson, 2007;
Soares & Patel, 2015). Specifically, 3-8% of the school-aged population may have dyscalculia
(Price & Ansari, 2014; Wadlington & Wadlington, 2008). Some researchers believe that there
are different forms of dyscalculia for each area of concern while others believe developmental
dyscalculia covers all difficulties in math (Soares & Patel, 2015). Wadlington and Wadlington
(2008) divided dyscalculia into three subtypes, which are semantic, procedural and visuospatial
memory. Students can have difficulties with retrieving arithmetic facts, understanding and
applying different mathematical procedures, and the ability to perceive how symbols and
numbers are placed on a page as well as visually manipulating objects (Soares & Patel, 2015).
The signs of dyscalculia vary throughout the literature despite having similar
characteristics. Students in elementary school should be able to memorize basic math facts and
have the ability to recall them in order to solve math problems. Those with dyscalculia will have
difficulties recalling math facts (Soares & Patel, 2015). Students may have the ability to
memorize basic math facts but do not understand the underlying meaning. Additionally, those
with dyscalculia will continue to count on their fingers or use other strategies long after peers
who have stopped using such strategies (Price & Ansari, 2014). Recognition of different math
symbols and numbers can be challenging. This is similar to students with dyslexia who have
difficulty recognizing letters. A student may have poor number sense or no flexibility when
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working with numbers. Also, visualizing numbers and having a mental number line is a
challenge for those with dyscalculia (Price & Ansari, 2014). For example, they can have trouble
automatically knowing that the number eight is closer to ten than the number three. Other
challenges that may be observed in an elementary student with dyscalculia may include counting,
measurement, telling time, number patterns, spatial relations such as maps, math formulas and
strategies, estimation, math vocabulary, and place value (Price & Ansari, 2014; Soares & Patel,
2015).
Researchers have tried to understand the reasons why children have dyscalculia.
Hereditary, low intelligence, emotional disorders, math anxiety, ineffective curriculum, attention
and poor social skills may have an impact on the occurrence of dyscalculia (Price & Ansari,
2014; Wadlington & Wadlington, 2008). Other secondary sources may affect math learning
such as poor teaching, low socioeconomic status (SES) or other comorbid disorders (Michaelson,
2007; Price & Ansari, 2014; Wadlington & Wadlington, 2008). It is important to understand that
dyscalculia is comorbid with other learning difficulties such as Attention Deficit Hyperactivity
Disorder (ADHD), and can often co-occur with math anxiety and language deficiencies (Price &
Ansari, 2014). The focus of this handbook is to understand dyscalculia and its comorbid
disorders, and how teachers can use interventions and other resources to support these students.
______________________________________________________________________________
Resources
Price, G. R., & Ansari, D. (2014). Developmental dyscalculia: Characteristics, causes and
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Soares, N., & Patel, D. R. (2015). Dyscalculia. International Journal of Child and Adolescent
Wadlington, E., & Wadlington, P. L. (2008). Helping students with mathematical disabilities to
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Focus of Interventions
While the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM) has grouped Dyscalculia together as a dimension within a single category, Specific
Learning Disability, the fourth edition did define Dyscalculia as its own disorder. In the DSM-
IV, Dyscalculia was defined as a serious impairment of the learning of basic numerical-
arithmetical skills in a child whose intellectual capacity and school are otherwise adequate
disorder, students who struggle with Dyscalculia will present difficulty with the development of
Students presenting with Dyscalculia will often have difficulty with acquisition, recall,
conceptualization and factual and procedural arithmetical knowledge. Students with Dyscalculia
will often engage in wrong or inappropriate application of calculation strategies, have difficulty
generalizing learned content, and will have little or no knowledge of the transfer of skills
To counter the difficulties associated with Dyscalculia, the following skills should be
knowledge, and automatization of factual knowledge (Kaufmann & von Aster, 2012). These
skills can be developed through repeated practice, segmentation of subject matter, small
interactive groups, and the use of cues in strategy learning (Swanson & Sachse-Lee, 2000).
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focused on basic numerical skills were most effective, as opposed to interventions focused on
promoting precursor skills and/or problem-solving skills. Shorter interventions also appeared to
be more effective than interventions that took place over a longer period of time. Lastly,
interventions that were implemented through direct instruction (teacher performed) were more
______________________________________________________________________________
Resources
Kaufmann, L. & von Aster, M. (2012). The diagnosis and management of dyscalculia. Deutsches
Kroesbergen E. & van Luit, J.E.H. (2003). Mathematics intervention for children with special
research for students with LD. Journal of Learning Disabilities, 33(2), 114–136.
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Beach Ball Math Intervention Kit
Materials:
Brief Description: Using games within the classroom is an effective way to promote direct
familiarity with the number system. The development of fluency is an expected competency of
the Common Core Standards in Mathematics. To make games effective within the classroom,
hold students accountable to what they’ve learned. At the conclusion of the game, ask students
to record what skills they reviewed and practiced, what strategies they used, what strategies they
could use next time to do better, and how the game could be modified to be more challenging
(Rutherford, 2015). This intervention is designed to help students increase their fluency of basic
numeracy skills. The intervention can be adapted to match the academic level of the students.
Students will be engaged in a hands-on, interactive learning experience, which should help
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Progress Monitoring: Students are given 3-5 curriculum-based measures (CBMs), easily
accessible through easyCBM or Aimsweb, to establish a baseline performance level. CBMs are
focused on the current academic curriculum lesson being addressed. Students are given a
curriculum-based measure at the beginning and the conclusion of each week, resulting in two
Directions:
3. Begin by tossing the beach ball to a student. The student will look at the math fact closest
to his/her right thumb, say the fact aloud and provide an answer. The teacher will
indicate if the student is correct or incorrect, and provide corrective feedback if incorrect.
The student will then write down the math fact and answer on their worksheet.
4. The student throws the beach ball to another student, who will follow the same
procedure.
5. The beach ball gets tossed around the circle until all students have a total of 5 math facts
6. Students review that they have the correct answers for each math fact on their worksheet.
Modifications:
*The math facts written on the beach ball will be age appropriate and applicable to the lesson
being covered in class. For example, in 1st grade, the focus may be on adding two one-digit
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numbers, whereas in 5th grade, the focus may be on multiplying two-digit numbers.
______________________________________________________________________________
Resources
Adapted from The Game of Target 300 found in Burns, M. (2003). Using games in your math
Rutherford, K. (2015). Why play math games?. National Council of Teachers of Mathematics.
mathematics/blog/why-play-math-games_/
______________________________________________________________________________
Baseline Data
• Students should be given a curriculum-based measure each day for a total of three to five
• The number of problems answered correctly should be recorded for each CBM given and
graphed
Progress Monitoring
• Students should be given the same curriculum-based measure used for baseline data
• The number of problems answered correctly should be recorded for each CBM given and
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Example of Baseline and Progress Monitoring Graphed Data
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Number Correct
10
0
1-Jan 2-Jan 3-Jan 4-Jan 5-Jan 6-Jan 7-Jan 8-Jan 9-Jan 10-Jan 11-Jan 12-Jan 13-Jan 14-Jan 15-Jan
Date
Baseline Intervention
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Treatment Integrity Checklist
Participating Students:
______________________________________________________________________________
______________________________________________________________________________
Game was played at least once during the week, giving students
the opportunity to practice and use math skills
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Single-Skill Computation Probe: Student Copy
4 2 2
+5 +6 +1
6 2 6
+1 +6 +3
1 2 1
+7 +7 +1
8 1 3
+2 +7 +5
3 6 3
+1 +2 +4
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The curriculum-based measure (CBM) shown above was created using the CBM generator on
www.interventioncentral.com. CBMs can also be downloaded from easyCBM at
www.easyCBM.com for free, or from AimsWeb at www.aimsweb.com, which requires the
purchase of an annual subscription.
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Beach Ball Math Worksheet
Name: ______________________________________
Direction: Write down the math fact your right thumb lands closest to and solve it. After you
have completed five math facts, add the sums of all five together. Whoever has the highest total
wins!
Total __________
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Math Anxiety
Children with developmental dyscalculia may also suffer with math anxiety.
mathematical operations, hence the term math anxiety. Math anxiety refers to negative reactions
as well as negative emotions associated with math. It involves a state of discomfort during
mathematical tasks that are perceived as threatening to the self-esteem. There are many
interventions that exist to help with any difficulties that the co-occurring anxiety may be
In a study conducted by Ashcraft and Kirk in 2001, individuals with math anxiety
showed smaller working memory spans. They found that the reduced memory capacity led to an
increase in errors. Students who fear math, for any reason, are not reaching benchmarks set by
state assessments, which further hinders their success in math and further minimizes their
confidence (Ashcraft and Kirk, 2001). In this case, it is important to be aware of signs and
symptoms of potential math anxiety happening in the classroom. One sign of math anxiety is
math avoidance. When a student becomes convinced of their inability to successfully complete
math tasks, the student might completely avoid math or put little effort into the task, leading to a
vicious cycle of less mathematical practice that will eventually cause significant gaps in their
Teaching styles can cause anxiety/avoidance for students as whole yet alone students who
already experience difficulty in math due to dyscalculia. With this being said, Marilyn Curtain-
Phillips (2017) acknowledged that there are three practices in the traditional math classroom that
can cause anxiety including imposed authority, public exposure and timed deadlines. She states
that teaching styles need to be altered in order to meet the needs of all students. More emphasis
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should be placed on using manipulatives, visual aids, hands on activities, etc. to solve problems.
Handling incorrect responses in a positive manner is also crucial. Relating math to their
everyday lives is also important. By making math practical, this can encourage students who are
experiencing math anxiety to apply more effort. It is important to limit time pressures for
students experiencing math anxiety, as well as, requiring them to perform in front of a larger
group. It is important to target these issues early on so they have the opportunity to form a solid
foundation of mathematical skills as they progress through the educational system. If not
provided with the appropriate support, students with math anxiety will continue to have the
belief that they are unable to master any mathematical concept, leading to a lack of mathematical
______________________________________________________________________________
Resources
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math
https://digitalcommons.brockport.edu/ehd_theses/448/
Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in
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Math Anxiety Intervention Kit
Appropriate Grade Level: K-5
Brief Description: This intervention is designed to help students reduce their math anxiety by
first identifying their feelings, writing/drawing about their thoughts/feelings, and performing a
brief 5-minute breathing exercise prior to the math assignment. The purpose of these tools is to
provide a method for students to label their emotions and reflect on them, and doing so, learn
how to regulate these emotions in order to not let the negative emotions get in the way of
performing math tasks adequately. Finally, students are asked to identify their feelings after the
assignment is complete again. Research suggests that expressive writing can reduce negative
thoughts and emotions in anxious populations as well as increase the accessibility of working
memory resources (Park, Beilock, & Ramirez, 2014). Research also suggests that using mindful
techniques can be beneficial to those experiencing math anxiety (Brunye, Mahoney, Giles, Rapp,
______________________________________________________________________________
Resources
Brunye, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A., & Kanarek, R. B.
(2013). Learning to relax: Evaluating four brief interventions for overcoming the negative
Park, D., Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in math
______________________________________________________________________________
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Intervention Goal: Students will reduce anxiety, rebuild self-confidence and help support
academic success.
Progress Monitoring: Teachers can assess their students’ anxiety by charting the students’
Frequency: The intervention should be utilized until student can appropriately complete math
Materials:
o Collect baseline data by charting students’ feelings prior to using writing/drawing exercise and
o After baseline data is collected, in the beginning of the math lesson, students will be asked to
identify their feelings and write about their thoughts and feelings prior to completing the task.
o After expressing their thoughts and feelings, a 5-minute guided breathing meditation will be
implemented
*Modification: for younger ages, 5 minutes may be too long, teacher may modify time
based on what they feel is appropriate. Time can gradually increase to 5 minutes with
practice.
o Explain to students that for the next 5 minutes they are going to be sitting still and quietly to
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o It is important to explain to students why they are doing this exercise and why it is important
o Say: “We are going to practice breathing to help us think more clearly, we are going to be
paying attention to our breath and notice how it makes our body and brains feel. Breathing helps
o Encourage the students to sit comfortable in their chair, back straight, feet on the floor, hands
on the lap.
o Ask the students to gently close their eyes and pay attention to their breathing, when you say
“begin” and not to open their eyes until you say “now you can open your eyes”
o If you notice students are struggling with keeping their eyes closed, you can ask for them
to look down at their hands (the most important thing is to avoid visual distraction)
o As you begin the exercise, tell students to “take slow breaths” (you can help students pay
attention to their breathing by telling them to put their hand on their tummy to feel their tummy
o To help guide the breathing say: “breathe in through your nose and breathe out through your
mouth, breathe in like you’re smelling a flower and breathe out like you’re blowing a bubble”
o When the time is up, tell the students to open their eyes slowly and take another deep breath
o After completing the breathing exercise, students will begin their math assignment.
o After completing the math assignment, students will identify their feelings again.
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Sample Feelings Baseline/ Progress Monitoring Assessment
Name:
Date:
1. Circle how you are feeling about the math work you are about to do.
2.
NOTES
***ask the students to identify their feeling after the assignment as well using the same
scale
***number one on “my thoughts and feelings” worksheet (this will only be used for the
first two weeks to collect baseline prior to completing number 2 and breathing exercise)
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My Thoughts and Feelings Worksheet
Name:
Date:
1. Circle how you are feeling about the math work you are about to do
2. Why does it make you feel this way? Or draw a picture of why this math work makes you
3. Circle how you are feeling about the math work you just completed
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Progress Monitoring: Feelings
Student Name:
Baseline Data
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Intervention Data
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Examples of Progress Monitoring
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Treatment Integrity Checklist:
1. 5 baseline data points were collected based on how students identified their
emotions on number 1 and number 3 on My Thoughts and Feelings worksheet
2. 12- 16 intervention points were collected based on how students identified their
emotions before and after the math assignment using the My Thoughts and Feelings
worksheet
4. Students wrote and/or drew about why they felt the way they did about having to
complete the assignment
5. A complete 5 minute guided breathing meditation was implemented after doing the
writing/drawing exercise
9. Students were seated comfortably with backs straight, feet on the floor, and hands
on their lap
10. Students participated by closing their eyes or looking down at their hands and
breathing slowly
12. Students identified their emotion again after completing the math assignment
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Additional Resources for Math Anxiety
https://childhood101.com/fun-breathing-exercises-for-kids/
This website provides printable “breathing exercise cards” to practice at home or school. These
cards can be beneficial in helping explain why breathing is important and if the teachers need to
modify the intervention slightly. They can also be sent home so students can practice breathing
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Belly Breathing
http://www.pbs.org/parents/adventures-in-learning/2015/09/calming-breathing-exercise-for-kids/
This website helps explain what and why belly breathing helps us calm down. It can be helpful
to teachers when explaining to students why they are practicing breathing. It is parent friendly as
well, which can help parents understand and possibly incorporate in their home lifestyle as well
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What is ADHD?
Attention-deficit/hyperactivity disorder (ADHD) is a neurological disorder that is
(2010), 3-5% of elementary school children in the United States are diagnosed with ADHD.
Students with ADHD may have an array of behavioral difficulties in school such as negative
interruptions, fidgeting in their seat, following directions, shouting out answers, being distracted
and speaking to peers. According to Lucangeli and Cabrele (2006) research has focused on the
academic performance of reading and ADHD rather than mathematics. Attention, difficulty with
are classified as being learning disabled because of deficits in an array of academic skills
(DuPaul & Stoner, 2010). Students with ADHD may also have dyscalculia.
According to Soares and Patel (2015), the comorbidity rate of ADHD and dyscalculia is
11% with male students being closer to 20%. Some researchers suggest that inattentiveness is
elementary study with 121 non-disabled boys and 107 boys with ADHD, it was found that those
with ADHD had low problem-solving abilities as well as low computation skills. The arithmetic
tasks consisted of addition, subtraction and multiplication. Those with ADHD performed slow
in number recognition and typing numbers on a computer. There were behaviors that occurred
that are associated with ADHD such as looking away, speaking during the task and being restless
in the chair (Lucangeli & Cabrele, 2006). ADHD students are often slower in their mathematical
problem-solving skills and calculation as well as less accurate responses. Since students with
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ADHD have a high risk of developing poor academic skills like math, school psychologists,
teachers and other support staff need to work together. Together, they should form interventions
that address ADHD behavioral symptoms such as attention but also the academic skills that are
______________________________________________________________________________
Resources
DuPaul, J. G., & Stoner, G. (2010). Interventions for attention deficit hyperactivity disorder. In
Lucangeli, D., & Cabrele, S. (2006). Mathematical Difficulties and ADHD. Exceptionality,
14(1), 53-62.
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Computer Assisted Instruction (CAI)
Computer assisted instruction (CAI) is a favorable intervention for elementary students
with ADHD and learning disabilities as it provides additional instructional supports (Harlacher,
Roberts & Merrell, 2006). These types of interventions can be class wide universal interventions
interventions are useful because they benefit all students. Today, there are many schools that
have access to computers in the classroom or at least have a computer room in the school. CAI
may be more easily implemented today due to access (Botsas & Grouios, 2014). Teachers can
implement the intervention as a way to teach initial skills or be used to review already learned
material (DePaul & Stoner, 2010). According to DePaul and Stoner (2010), CAI can improve
Researchers have observed students being more engaged in their academic learning
increase on task behavior and promote attention. Interventions with increased stimulation can
boost a student’s interest in a topic, which will have a positive impact on attention and
achievement (Botsas & Grouios, 2017). Computer interventions incorporate many engaging and
reinforcing features that can support students. They can provide immediate and specific
feedback, provide animations and other interactive features, highlighting symbols or key words,
provide step by step objectives, use multiple visual and audio features that can be turned off and
provide activities in smaller chunks (DePaul & Stoner, 2010; Harlacher, Roberts & Merrell,
2006; Murray & Rabiner, 2014). Murray and Rabiner (2014) argue that even though CAI may
not always be free to teachers and can be expensive, these types of interventions can be less
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______________________________________________________________________________
Resources
Botsas, G., & Grouios, G. (2017). Computer assisted instruction of students with ADHD and
academic performance: A bride review of studies conducted between 1993 and 2016, and
Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Class wide Interventions for
Students with ADHD: A Summary of Teacher Options Beneficial for the Whole Class.
Murray, D. W., & Rabiner, D. L. (2014). Teacher Use of Computer-Assisted Instruction for
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BrainPOP / BrainPOP Jr.
Brief Description: BrainPOP is an animated web-based program that includes animated videos
and multiple learning tools for students and teachers. BrainPOP offers lessons plans in many
subject areas such as science, social studies, arts and music, English and math. The following is
an example of a number sense lesson plan, which is one of many lessons that can be
implemented in a classroom. In this number sense lesson plan, students work with real
jellybeans as math manipulatives and in an online game. The real and virtual jellybeans will be
used to practice number sense concepts such as greater than or less than, counting, addition and
subtraction, estimation and algebraic thinking. This lesson is aligned with New York States
Common Core State Standards. This lesson can be implemented after the main class instruction
on the target skill or can be integrated into the main class instruction of new material.
Intervention Goal: BrainPOP will provide students with helpful learning tools, extra practice
and immediate feedback in many areas of math. Students will improve their attention and skills
in mathematic instruction, which will enhance their overall academic success. This intervention
will specifically enhance concepts in counting, number sense and math facts though practice and
hands on manipulatives.
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Location: Whole Class, Small-Group Instruction, Individual Instruction, Home
Duration & Frequency: This intervention can be implemented throughout the entire unit/lesson
or until the student becomes proficient in the material. The videos are 3-5 minutes long and the
online and hands on games are 5-10 minutes long. The recommended frequency of this
intervention is once or twice per week depending on the lesson. This intervention may also be
Materials:
https://www.brainpop.com
measurements (CBM). The teacher should collect three to five baseline points for the target skill
with whichever progress-monitoring tool they choose. Intervention Central has a great CBM
((http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-
tests). Collect at least two data points for six to eight weeks in order to see if the intervention
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works at improving mathematical performance. The same CBM should be used before and after
the intervention.
BrainPOP can help teachers keep track of their student's progress through My BrainPOP.
teachers can provide students feedback on their quizzes, worksheets and other activities. Class
quiz results can be broken down question by questions to see which ones students are having the
most trouble with. Teachers can build their own quizzes with the Quiz Mixer. Additionally,
class game results can provide teachers knowledge about student performance.
Directions:
2. The teacher should choose between counting, number sense or math facts depending on
4. Type in your target skill in the search bar or find your topic in the math tab.
5. Depending upon the target skill, play the appropriate BrainPOP Jr. movie (repeated
subtraction, counting on, basic subtraction, making equal groups, adding and subtracting
7. After the movie, put on the jellybean game and demonstrate how to navigate the portion
of the game you would like the class to play. You can play a few rounds with the class
8. Form pairs and have each pair play the jellybean game together for 5-10 minutes.
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9. Have students take turns answering the questions. One student can say the answer and the
other student can click or fill out the answer on the computer.
10. Each pair can explain why they said their answer.
11. The class can come back together and discuss their strategies for the game
13. Introduce the hands-on game to students. Object of the game is to re-create the online
jellybean game or create a new game that can be used to practice the target skill.
example: In pairs, students can take turns dividing the beans into piles and asking which
pile has more or less, add or subtract each pile, count them or use estimation.
14. Pass out jellybeans and give students time to form their own game.
15. Allow 10 minutes to play their games with partners. Switch partners as needed
16. Bring students back as a class and ask for volunteers to explain their game and their game
strategies
17. Have students reflect what they learned during the online game as a class or with a peer
Modification Note:
As students become comfortable, you may have students pair up and play the hands on or
virtual Jelly Bean game for 5-10 minutes, and then progress monitor and not show the movie.
Instead of coming back as a class to talk about their games, students can just play their games for
extra practice time. Timing of the games or the frequency of the amount of times students play
during the week depends on students’ progress or what tier they are in.
Can be implemented in the form of learning centers. Students can be paired up depending
upon the number of students in the class. Each center can be an activity from the target skill
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BrainPOP page. As students move between centers, put on transition music, ask the student to
jump like an animal or jump a certain way. Transitions between learning centers can help
Counting
Level 1: Type in the number of jellybeans
Level 2: Basic addition and subtraction with beans
Level 3: Counting arrays of jelly beans (addition and subtraction with multiple
digits)
Number Sense:
Level 1: Choose the larger group of jellybeans
Level 2: Estimate the number of jellybeans
Level 3: More difficult combination of levels 1 and 2
Math Facts
Level 1: Addition and subtraction with numbers and beans
Level 2: Addition and subtraction to "Make 10"
Level 3: A mix of slightly harder problems
**Note that you can click the clock in the main menu to turn off the timer during
game play.
______________________________________________________________________________
Resources
https://educators.brainpop.com/new-subscribers/explore-brainpop-jr/
BrainPOP. (2018). Math facts and number sense lesson plan: The jellybean game. Retrieved
from https://educators.brainpop.com/lesson-plan/the-jelly-bean-game/
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Language Deficiency
Language is the foundation to all communication. Unfortunately, roughly six to eight
million individuals in the United States have some form of language impairment. Language
deficiencies affect children and adults different. Children who acquire a deficiency during
childhood may not have a fully developed language. It is estimated an average of 2-8% of
school-aged children have some form of a language deficit (National Institute on Deafness and
The language of mathematics is filled with complex vocabulary, terms, phrases, and
symbols. For students who struggle to read and comprehend, math can also be difficult.
there are a few studies which touch upon this topic. Researchers have found that vocabulary
development greatly improves comprehension. Therefore, students who do not understand the
vocabulary used in math instruction will not understand how to compute mathematic problems.
In turn, students may not understand the language used in the textbook, in word problems, verbal
instructions, and may struggle to begin to plan how to execute problem solving (Aiken Babineau,
2010).
One study found that math vocabulary is rarely taught directly in the classroom.
Researchers conducted a study, giving vocabulary checklists to high school students and found
that many struggled with basic mathematic vocabulary terms. Another study done found a
correlation between reading comprehension and mathematic skills. The researchers found that
improved students’ math skills (Aiken Babineau, 2010). The following intervention will show
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how to use a vocabulary journal to increase students’ ability to comprehend and efficiently use
mathematical vocabulary.
______________________________________________________________________________
Resources
Aiken Babineau, K. (2010). Supporting students in the language and vocabulary of math. Speech
students-in-language-and-1159
National Institute on Deafness and Other Communication Disorders (2016). Statistics on voice,
https://www.nidcd.nih.gov/health/statistics/statistics-voice-speech-and-language
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Vocabulary Journal Intervention
Target: This intervention is intended to increase students’ ability to effectively comprehend and
Duration & Frequency: Recommended 5 days a week for 15 minutes. The intervention should
Materials:
http://www.p12.nysed.gov/ciai/mst/math/glossary/home.html
Directions:
3. Read the first vocabulary word to the student. Have the student write the word down at the
4. Have the student indicate their level of knowledge of the word – 1 meaning they have
never heard of the word before, to 5 meaning they know the definition of the word and
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5. Briefly discuss and explain the first vocabulary word with the student. Give the
6. Next, have the student create his or her own definition for the vocabulary word, written in
7. Have the student draw a picture or write an example of the vocabulary word.
Have each student review the weekly vocabulary words at least once a week. Let students
engage in peer collaboration by encouraging students to pair up and discuss the vocabulary
words, play a game of Pictionary with the words, sort the words into categories,
compare/contrast terms in Venn Diagrams, etc. Practicing the vocabulary words throughout the
Progress Monitoring: Students are given a curriculum-based assessment, weekly math tests
created by the teacher from the curriculum. Students should be given the curriculum-based
measure (CBM) prior to starting implantation of the intervention to obtain baseline data.
Students should be given the same CBM at the end of each week for the duration of the
intervention.
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Vocabulary Journal Worksheet
Word:______________________________________ Rating: 1 2 3 4 5
My Definition:
Example/Sketch:
Word:______________________________________ Rating: 1 2 3 4 5
My Definition:
Example/Sketch:
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______________________________________________________________________________
Resources
https://www.ocde.us/ACCESS/EL/Documents/Teaching%20Systematic%20Vocabulary
%20%20indepth.pdf
Marzano, R.J. (2004). Building background knowledge for academic achievement: Research on
what works in schools. Alexandria, VA: Association for Supervision and Curriculum and
Development.
Marzano, R.J., Pickering, D.J. (2005). Building academic vocabulary: Teacher’s manual.
http://www.bemidji.k12.mn.us/wp-content/uploads/2013/11/Vocabulary-Journal-
Vocabulary2.pdf
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Co-occurrence of Dyscalculia and Dyslexia
For students with dyscalculia, the act of performing even the simplest of math tasks can
be cognitively taxing. In many cases, mathematics can become even more challenging when
students have both dyscalculia and dyslexia, together. These two disorders are known as
neurodevelopmental disorders can frequently co-occur. While the etiology of both dyscalculia
and dyslexia are not well known, it is approximated that the overlap of these two disorders can
be as high as 20-70% (as cited in Kuhn, 2015). As much of the literature surrounding
dyscalculia and dyslexia is mixed, it is difficult to fully understand how these two disorders
together can impact a student's ability to comprehend and perform arithmetic problems.
reading disabilities, such as dyslexia. Students with dyslexia often demonstrate difficulties with
word recognition, reading fluency, spelling, and writing. They may also demonstrate difficulties
with phonological skills, including phonemic awareness, as well as the inability to rapidly name
letters and names (Kumar & Raja, 2009); however, academic impairments of students with
dyslexia are not limited to only reading and spelling. In fact, these impairments can also include
aspects of math; specifically, phonological processing deficits in students with dyslexia can
impair aspects of mathematics that rely on the manipulation of verbal code, such as counting
While not much research has been conducted to look at phonological processing in
relation to mathematics, a longitudinal study, from second to fifth grade, was conducted by
Hecht, Torgesen, Wagner, and Rashotte (2001) to look at this relationship in regards to
mathematical computation skills. Mathematical computation skills include the speed in which a
47
student can answer simple arithmetic equations, such as one-digit addition and subtraction
problems, and how accurately a student can solve more complex problems, such as long division
and fraction equations (Hecht, Torgesen, Wagner, & Rashotte, 2001). Results of this study
suggest that phonological memory, rate of access to phonological codes in long-term memory,
and phonological awareness, which are the same phonological processing abilities in reading,
also appear to contribute to growth in general mathematic computation skills (Hecht, et. al.,
2001).
In regards to literacy skills and mathematics, some researchers have also looked into how
literacy skills can impact a student's ability to perform arithmetic word problems. While
working with word problems, students must first be able to read the problem, understand the text
that describes the task (Kyttälä & Björn, 2014) and then use numbers to solve the problem.
Fuchs, Fuchs, Compton, Powell, Seether, Capizzi, et. al. (2006), found that besides arithmetic,
nonverbal problem solving, concept formation, sight word efficiency, and language all emerged
as unique correlates of arithmetic word problems. Although a study conducted by Kyttälä and
Björn (2014) looked at students in the eighth grade, their study suggests that literacy skills were
significantly associated with mathematical word problem skills. More specifically, results
indicated that reading comprehension skills predict successfully solving word problems in boys
and technical reading predicts both calculation skill and word problem skill across genders
(Kyttälä & Björn, 2014). If a student is unable to read fluently, or identify sight words with
automaticity, it can impact a student's ability to remember key information that they have read
While there appears to be many links between dyslexia and dyscalculia, research has
shown that these two learning disorders have two distinct and domain-specific cognitive profiles.
48
Specifically, research conducted by Landerl, Fussenegger, Moll, and Willburger (2009) has
suggested that students with dyslexia have a phonological deficit and students with dyscalculia
have a number processing deficit. Results of this study showed a phonological deficit in
dyslexia-only and dyslexia/dyscalculia groups, but not in the dyscalculia-only group and deficits
dyslexia/dyscalculia group, results suggest that cognitive deficits resulted from a combination of
the two learning disorders (Landerl, et. al., 2009). Although the cognitive profiles of these two
learning disabilities differ, some research suggests that some aspects of literacy and arithmetic
may share some cognitive processes, which are more domain-general; these abilities include
deficits in working memory, processing speed, and verbal processes (Kumar & Raja, 2009;
______________________________________________________________________________
Resources
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., et al.
29-43. doi:http://dx.doi.org.online.library.marist.edu/10.1037/0022-0663.98.1.29
Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between
49
doi:http://dx.doi.org.online.library.marist.edu/10.1027/2151-2604/a000205
Kumar, S. P., & Raja, B. D. (2009). Treating Dyslexic and Dyscalculia Students. Journal On
Kyttälä, M., & Björn, P. M. (2014). The role of literacy skills in adolescents' mathematics word
doi:http://dx.doi.org.online.library.marist.edu/10.1016/j.lindif.2013.10.010
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and Dyscalculia: Two
50
Concrete-Representational-Abstract (CRA) with mnemonics
Brief Description:
Math computation for students with dyscalculia and dyslexia can be incredibly difficult
and as such it is important for interventions to be put in place for those students. Mnemonic
strategy interventions, such as using acronyms and acrostics may help improve computational
fluency for students as these methods allow students to rely on easily remembered cues rather
than repetition (as cited in Nelson, Burns, Kanive, & Ysseldyke, 2013). While solving
arithmetic word problems, students should utilize a mnemonic such as, "RUN," which reminds
the student to Read the problem, Underline important information, and Name the problem. After
identifying key factors in the word problem (i.e., numbers and operation), the student should
CRA is a three-phase model that relies on explicit instruction and the use of
manipulatives to help students develop computation skills. The first phase, identified as the
concrete phase, involves the use of manipulatives. Teachers first model a math concept with
concrete materials and then provide students with opportunities to practice using these concrete
materials. The representational phase is again modeled to the student and this phase involves
drawing pictures that represent concrete objects that were previously used. After being modeled
to the student, he/she should be provided with opportunities to practice this skill. The third, and
final, stage is known as the abstract stage. In this stage, the teacher models the math concept
51
using only numbers and mathematical symbols. Again, after this demonstration, the student
should be provided with opportunities to practice (Agawal & Morin, 2016; Bouck, Park, &
Nickell, 2017).
individual setting.
Intervention Goal: Blending a mnemonic strategy with the use of CRA will first provide
students with a framework for solving arithmetic word problems and then the opportunity to use
manipulatives and visual representations to help them accurately solve arithmetic word
problems.
Frequency and Duration: This intervention should be implemented for 30 minutes for 6-8
weeks.
student's math computation skills. Baseline data should be collected a minimum of three times
around arithmetic word problems, it is important that the teacher collect baseline data using these
types of problems.
To determine the effectiveness of the intervention put into place, it is important conduct
progress monitoring on the student's skill achievement. Progress monitoring data, in the form of
the same type of CBAs utilized for collecting baseline data, should be collected 2-3 times per
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week. Specific CBAs that are created should be aligned to the specific target skill and at the
appropriate grade and/or skill level of that student. For example, if students are working on
addition and subtraction, the CBA should reflect those skills at their grade and/or skill level.
Materials:
• Math worksheet with arithmetic word problem(s) that also include the mnemonic
• Pencil
• Hands-on manipulatives (i.e., pencils, paper clips, pop cubes, baby bear counters, etc.)
https://www.learningresources.com/category/subject/math/manipulatives.do
2) Teacher should then demonstrate each step to the student and encourage the student to
3) Encourage the student to write a number sentence using the information gathered from
the reading.
a) Example: Mark has three pencils and Sean has seven pencils. How many pencils do they
have in all?
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3+7=10
4) After completing this, the teacher should incorporate the CRA model to help the students
representations. The teacher and student(s) should draw pictures to understand the
concept.
c. Abstract: Teacher demonstrates that the problem can be solved without manipulatives
• After providing a demonstration to the student, teachers can then act as a guide for
subsequent problems and eventually work toward having the student work independently.
• During guided instruction and independent practice, students should be asked to raise their
hand when they are finished with the problem. The teacher should check their work and
provide them with immediate feedback before moving on to the next problem.
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Example Worksheet
Name:____________________________ Date:_____________________
Word Problems
Directions: When solving word problems, remember to RUN!
1. Sarah has one teddy bear. Megan has two teddy bears. How many teddy bears in all?
2. David has one brother and three sisters. How many siblings does he have in all?
______________________________________________________________________________
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Resources
Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach
doi:http://dx.doi.org.online.library.marist.edu/10.1016/j.ridd.2016.11.006
Nelson, P. M., Burns, M. K., Kanive, R., & Ysseldyke, J. E. (2013). Comparison of a math fact
rehearsal and a mnemonic strategy approach for improving math fact fluency. Journal of
doi:http://dx.doi.org.online.library.marist.edu/10.1016/j.jsp.2013.08.003
56
PART II
Useful Websites for Support in
Mathematics
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Elementary Math
Website: https://elemath.hallco.org
Overview: Elementary Math is a free website developed by Christie Bailey and colleagues who
is a professional learning specialist in the Hall Country School District outside of Atlanta
Georgia. This website provides teachers with an array of resources for math instruction.
Instruction, Number Talks, RTI, Math Videos, Singapore Math and calendar math are the links at
the top of the website which includes various resources. These resources can be useful for
teachers when brainstorming interventions and instructional methods. Specifically, this website
includes intervention and progress monitoring tools under the RTI tab. These are evidence-based
interventions with progress monitoring suggestions within each intervention. The interventions
are categorized by early learning interventions, general problem solving interventions, a link to
intensive interventions, k-2nd and 3rd-5th. Teachers may benefit from this resource since the
intervention document includes everything that is needed. Having interventions planned out
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Math TV
Website: https://www.mathtv.com/
Overview: Math TV is a free website that is aligned with textbooks published by XYZ textbooks
authored by Charles P. McKeague. This website can be accessed by students, parents, and
teachers and includes several materials that can be utilized for mathematics instruction, including
textbooks, videos, online homework, and worksheets. The main website includes several math
videos on the topics of: basic mathematics, including whole numbers, fractions, mixed numbers,
decimals, ratios, proportions, and percents; algebra; geometry; trigonometry; calculus; and high
school. These videos could be helpful to students who need extra instruction, demonstration, and
practice. This information could also be useful to parents when assisting their children with
homework. Teachers, who may or may not utilize these textbooks, may also wish to incorporate
these videos in their lesson plans. With the purchase of these textbooks, teachers can also utilize
the XYZ homework website for free. It is also important to note that within each topic, a
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Mathematics Standards
Website: www.corestandards.org/Math/
Overview: For those interested in becoming more familiar with the mathematics standards, this is
a good tool.. The common core state standards website is not only a useful tool for teachers, but
it is also useful for other school staff, including school psychologists. This information can be
useful for choosing and creating lesson plans, as well as assisting in the development of
interventions for students who may not be responding to the core mathematics curriculum.
Teachers, or other interested persons, can view the mathematic standards based on grade level
(Kindergarten through 12th grade) or by specific domain, which include: counting and
cardinality; operations and algebraic thinking; number and operations in base ten; number and
expressions and equations; functions; and statistics and probability. More specifically, it is
important to have an understanding of these standards because they indicate what students
should understand and what they should be able to perform at each grade level.
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AAA Math
Website: http://worldplenty.com/
Overview: AAA Math is a useful website for students as it allows students to practice math using
different interactive arithmetic lessons. This website provides lessons for grades kindergarten
through eighth grade; students can access lessons by grade level, located at the top of the screen,
or by subject, located on the left hand side of the screen. Specific topics included on this website
include: addition, algebra, comparing, counting, decimals, division, equations, mental math,
money, and many others. According to information provided by the website, there is unlimited
practice for each topic, which help students achieve mastery. Additionally, immediate feedback
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Math Goodies
Website: https://www.mathgoodies.com
Overview: Math Goodies is a useful website for parents, teachers and students as it provides free
worksheets by grade, worksheet creator, games, lessons, puzzles, a glossary, calculators and an
array of articles. This website is aligned with the Common Core State Standards for grades 3-7
and includes over 500 pages of math activities. There is a link for Elementary Math Lessons that
includes lessons on factors, prime and composite numbers, exponents and much more. Each
lesson provides readers a description. Once you click on the desired lesson, examples of the
lesson are provided along with links to additional lessons and related activities. Additionally,
premade math worksheets are provided for many topics and are separated by grade. The math
generator allows teachers to create worksheets that can be customized. Games are designed to
engage students on math lessons and aid in the development of math fluency. The math glossary
is a great resource for students. Math puzzles provide additional support to students who need
extra help in math vocabulary. If students do not have someone at home to check their work or if
they do not have a calculator, this website provides an array of calculators. For students in upper
elementary school students, math problems are also provided as “Problem of the Week”. Finally
articles for parents or teachers are included which focus on many topics in mathematics and
education.
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PART III
Useful Apps for Support in
Mathematics
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Math Wizard for Kids
Cost: $2.99
https://itunes.apple.com/us/app/math-wizard-for-kids/id1187272174?mt=8
Description: This app is available in the Apple app store for the iPhone and iPad. Math
instruction for this app is geared toward students ages 5 to 12. Included in this app are a
'Sandbox,' which is described as an open-ended activity that allows students to experiment with
algebra rules, and 'Exercises,' which focus on addition, subtraction, equality, inequality, isolating
a variable, and brain teasers. More specifically, the 'Sandbox' helps students learn and
understand: addition and subtraction, the meaning of equality and inequality in math, what math
symbols are (+.-. =, >, <), and how to manipulate terms of math expressions and equations.
Description: This app is available for purchase in the Apple app store for the iPhone and iPad
and is useful for students who need to develop automaticity in mathematic fact fluency. With
this, app students can practice single and multiple digit addition, subtraction, multiplication, and
division. Similar to a normal flashcard, a question is presented on the front of the card. On the
back of the card, a list of possible answers is provided for the student to choose from. Students
are given immediate feedback, which is helpful in tracking student progress. To unlock all the
features of this app, Big Math Flash Cards School can be purchased in the Apple app store for
$2.99.
Math Vs Zombies
Cost: $4.99
https://itunes.apple.com/us/app/math-vs-zombies-math-games-grade-k-
5/id470896560?mt=8
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Lobster Diver
Cost: Free
https://itunes.apple.com/us/app/lobster-diver/id416577542?mt=8
Description: Lobster Diver is a free educational app that can be downloaded on your iPad,
iPhone and iPod touch through the Apple app store. This game is ideal for upper elementary and
middle school students in grades 3-8. The game consists of motivating students in order to
understand ways of representing numbers and number systems. Additional goals of the game are
to have students learn how to use fractions, understand fractions on number lines and compare
fractions. An updated version of this game is called Pearl Diver: Number Line Math Game
which is also free. This version is aligned with Common Core State Standards and includes a
Spanish version.
Reflex Student
Cost: Free
https://itunes.apple.com/us/app/reflex-student/id892510181?mt=8
Description: Reflex math is now available on the iPad intended for students in grades 2-8.
Reflex is an award winning research-based system that helps students recall math facts in
addition, subtraction, multiplication and division. This app includes an English, French and
Spanish version. The game will monitor students’ progress and will alter the game based on
progress. This game has been used throughout the tiers of Response to Intervention. With the
variety of math games, students will have many games to choose from that will fully engage
them into learning mathematics.
Description: The students mission is to help a friendly ghost rescue fireflies that are hiding in the
Mystery Math Town. Students can unlock rooms by solving math facts. Mystery Math Town is
compatible with the iPad and can be downloaded in the Apple app store. The game allows
parents and teachers unlimited user accounts so all students in the class can have their own
customized profile based on strengths and weaknesses. Students can benefit from this game
since the math skills are customizable in addition, subtraction, multiplication, and division.
Besides putting in the answers, players can learn how to form their own math equations.
65