Chat with AIExam 8: Math: Strategies and Techniques
What percent of the school-aged students actually have a disability in mathematics?
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What procedure would you follow to determine if a student with a mild disability should be provided a calculator as an accommodation for his/her difficulty recalling basic calculation facts?
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Answered by Examlex AI CopilotTo determine if a student with a mild disability should be provided a calculator as an accommodation for difficulty recalling basic calculation facts, the following procedure can be followed:
1. Conduct an assessment: The first step is to conduct an assessment of the student's mathematical abilities and difficulties. This can include reviewing the student's academic records, observing their performance in class, and conducting standardized tests or informal assessments to identify specific areas of difficulty.
2. Consult with the student's support team: This may include the student's parents or guardians, teachers, special education professionals, and any other relevant stakeholders. Discuss the student's difficulties with recalling basic calculation facts and gather input on potential accommodations.
3. Consider the impact on learning: Evaluate how the student's difficulty recalling basic calculation facts is impacting their overall learning and academic performance. Consider whether providing a calculator as an accommodation would alleviate this difficulty and allow the student to demonstrate their understanding of mathematical concepts.
4. Review relevant guidelines and policies: Consult with the school's special education department and review any relevant guidelines or policies regarding accommodations for students with disabilities. This can help determine if providing a calculator is an appropriate and allowable accommodation.
5. Trial period: Consider implementing a trial period where the student is provided with a calculator during math activities and assessments to see if it positively impacts their performance and confidence in mathematical tasks.
6. Monitor and evaluate: After implementing the accommodation, monitor the student's progress and evaluate the impact of using a calculator on their mathematical abilities. This can include collecting data on the student's performance, gathering feedback from teachers and the student, and making adjustments as needed.
By following this procedure, educators and support teams can make an informed decision about whether providing a calculator as an accommodation is appropriate for a student with a mild disability and difficulty recalling basic calculation facts.
Some students with mild disabilities have difficulty memorizing calculation facts. Describe tactics or simple strategies that a teacher might employ to help these students to remember these facts and give examples of each one.
(30) Answered by Examlex AI CopilotThere are several tactics and strategies that a teacher can employ to help students with mild disabilities who have difficulty memorizing calculation facts. Some of these tactics include:
1. Use visual aids: Visual aids such as flashcards, charts, or diagrams can help students to visualize the calculation facts and make them easier to remember. For example, a teacher can create a multiplication table chart and have the students refer to it when practicing their multiplication facts.
2. Mnemonics: Mnemonics are memory aids that can help students to remember information more easily. For example, for remembering the order of operations in math (PEMDAS - Parentheses, Exponents, Multiplication and Division, Addition and Subtraction), a teacher can create a catchy phrase or song to help students remember the order.
3. Chunking: Breaking down the calculation facts into smaller, more manageable chunks can make them easier for students to remember. For example, instead of trying to memorize all the multiplication facts at once, a teacher can focus on one set of facts at a time (e.g. the 2 times tables) and gradually build up to the full set.
4. Repetition and practice: Providing students with ample opportunities to practice and review the calculation facts can help reinforce their memory. This can be done through regular drills, games, or activities that require students to recall the facts.
5. Multi-sensory learning: Engaging multiple senses (such as sight, touch, and hearing) can help students to remember information more effectively. For example, a teacher can use manipulatives or physical objects to help students understand and remember the calculation facts.
By employing these tactics and strategies, teachers can help students with mild disabilities to improve their memory of calculation facts and build their confidence in math.
Many students who are successful in mastering number sense and calculation first exhibit signs of mathematical difficulties when beginning to learn about ____________________.
(39) ____________________ includes the skills of addition, subtraction, multiplication and division.
(31) Understanding the big idea of ____________________ means appreciating that the information on the left and right sides of the equal sign are the same.
(34) Just as phonemic awareness is an essential "pre" skill to reading, ____________________ is an essential "pre" skill to mathematics.
(39) Having students use graph paper to line up digits in the ones and tens places is an activity emphasizing the foundational math concept:
(31) When a teacher identifies the prerequisite and co-requisite knowledge and skills required to accomplish a lesson goal, that teacher is engaging in ____________________.
(35) Understanding of ____________________ is critical to comprehending decimals.
(33) For which of the following is knowing fractions NOT a prerequisite skill?
(35) What factors make story problems uniquely difficult for many students with mild disabilities to solve? Name three of these and explain each.
(31) Which of the following is NOT a cause of mathematic difficulties for students with mild disabilities?
(36) When a student estimates an answer to an addition problem such as 432 + 324 = by converting it to 400 + 300 =, that student is using:
(31) Solving the multiplication problem 6 x 4 = by "counting up" 4 times by 6 is an example of using the:
(39) When a students solves an unknown multiplication fact like 6 x 7 = by using knowledge of 2 or more known math facts like 6 x 3 = 18 and 6 x 4 = 24 and adding the products together, the student is using the:
(43) Researchers indicate that effective instruction in math concepts and skills progresses from concrete, to semi-concrete, to abstract representations. However, what exactly is meant by these three representations? Moreover, what is an example for each one?
(38) Name and briefly explain the four factors that can cause students with mild disabilities to have difficulty with story problems. Create a sample story problem that contains one of these four factors. Why would this factor make the problem more challenging?
(35) When poor language skills interfere with a student's ability to solve mathematics problems, a teacher might choose to employ:
(39) The NCTM's Principles and Standards for School Mathematics calls for an increased emphasis on conceptual understanding and ____________________ skills in mathematics curricula.
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