Teaching math to learning disabled students is challenging because they have difficulty bridging the gap between informal math knowledge and formal school math concepts. Building these connections takes time using manipulatives and guided instruction. Using structured, concrete, and hands-on materials is important in tying these links between concepts. This strategy not only applies to elementary grades, it is also vital during concept development stages of higher-level math.
Math learning disabilities range from mild to severe, and manifest themselves in a variety of ways. Teaching math is compounded by the common difficulties special needs students have concerning proficient recall of basic arithmetic facts, along with consistency in written computation. When these problems are accompanied by a need for strong conceptual grasp of mathematical and spatial relations, it is imperative that students are not focusing only on remediating computation.
Special Needs Students: Factors Leading to Math Learning Disability
Math learning disabilities are often caused by visual-spatial-motor disorganization. These learning disabled students:
- experience a weak understanding or lack a comprehension of concepts
- have very poor number sense skills
- experience difficulty with pictorial representations
- have poorly controlled handwriting
- experience confusion with arrangements of numerals and signs on textbook/workbook pages
The structure of foundational math concepts is impaired in these students. Math teaching strategies include avoiding the use of pictures or graphics for conveying concepts, constructing verbal versions of math ideas, and using concrete materials in math activities.
Math Activities: Visual Processing Learning Disability
The following are recommended math activities designed to assist teachers in reaching students with visual learning disabilities through use of a direct and explicit instruction using a challenging math teaching strategy, along with use of manipulatives.
Math Concept One: Geometric Patterns
Materials per Group: 24 popsicle sticks
Procedures:
- Teacher models one square, two squares, and three squares patterns on an overhead projector with popsicle sticks.
- In pairs, students make same geometric patterns using their popsicle sticks.
- Students examine their patterns, determining the number of popsicle sticks used in each pattern.
- Students describe how they determined the number of sticks in each pattern.
- Teacher helps students translate their words into mathematical symbols for verbal translation.
- Follow the same procedures as Steps 1 – 5, except this time make triangles.
- Follow the same procedures as Steps 1 – 5, except this time make rectangles.
- Follow the same procedures as Steps 1 – 5, except this time make trapezoids.
Extension:
Student groups create as many types of geometric patterns as they can using their popsicle sticks. Each student group challenges the class using verbal descriptions to name their shape.
Math Concept Two: Expressions
Materials per Group: different size colored paper clips, one sheet copy paper, and colored pencils
Procedures:
- Teacher constructs her initials with paper clips of different colors and sizes on overhead projector.
- Teacher reviews expressions labeling different paper clips as variables and constants, then combining terms by grouping like paper clips to write a simplified expression.
- Students, in pairs, use their different color and size paper clips to form the initials of their names on top the copy paper.
- Students trace, label, and color the paper clip images with colored pencils on the copy paper.
- Students then place the paper clips in like groups identifying variables, constants, powers, and first degree terms.
- Next students write a simplified expression based on their initials and paper clips.
Extension:
Students write an expression for the perimeter of their initials and describe how they constructed their expression.
Math Concept Three: Equivalent Fractions
Materials per Group: fraction tower cubes set and sheet with several blank tic-tac-toe patterns
Procedures:
- Teacher models equivalent fractions game on the overhead projector demonstrating how to arrange three equivalent fractions in a row either horizontally, vertically, or diagonally.
- Students, in pairs, play tic-tac-toe making equivalent fractions.
- Students are allowed to use their fraction tower cubes to help find equivalent fractions.
- Students continue playing until all blank tic-tac-toe patterns are filled on their sheet.
Extension:
Allow pair groups to challenge other pairs in the classroom.
These math learning strategies are designed to foster curiosity, along with helping learning disabled students develop a better understanding of math concepts. Problem solving strategies using manipulatives also provide students with concrete math experiences.
Making Connections: Teaching Math and Learning Disabled Math Learning Strategies
Mathematics is a complex process requiring visual and cognitive perception abilities, comprehension ability, and adequate prior knowledge. It is essential that students with visual-spatial-motor learning disabilities use concrete, hands-on materials to help them learn math concepts. Math learning strategies described above are adaptable for all students with learning disabilities in mathematics. These math activities are also effective with special needs students who are also functioning at the appropriate grade level.
David R. Wetzel - Dr. David Wetzel's experience includes more than 25 years in continuing, adult, and teacher education.
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