We have talked about this before but it is very important and probably parents are confronted with this choice every day.
An IEP is legally enforceable and has legal guidelines and time frames. An IEP follows a student from school to school or state to state. A 504 is not legally enforceable and doesn’t follow a child nor are there legal guidelines.
According to our research, 67% of teachers said that the ability for teachers to challenge the advanced learners was a barrier to mainstream adoption of the mastery approach. See how one, deceptively simple, maths question can be accessed at different levels by both struggling and advanced learners. Filmed at the ‘Motivating Maths Conference’ in Derby (November ’16) and featuring Judy Hornigold, Maths – No Problem! training consultant.
The Education Endowment Foundation has published guidelines for primary and secondary teachers on how to boost math skills with children. They make the following observations:
Pupils should master basic mental arithmetic – addition, subtraction, multiplications and division – and be able to recall their times tables quickly. Those who don’t may well have difficulty with more challenging maths later in school.
Pupils sometimes think “multiplication makes bigger, division makes smaller”. This is accurate with numbers greater than 1, but isn’t right when applied to numbers less than 1. So, 5 x 5 =25 but 0.5 x 0.5 = 0.25.
Learning how to add fractions together can often cause difficulty. For example, many think the answer to 1/8 + ½ is 2/10. Teachers can help pupils to understand that the right answer is 5/8 using diagrams which help to visualise the different values of fractions.
The results of covariance analysis showed that cognitive rehabilitation interventions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores
New learning requires the linking of new information with information they already know and understand, we should be intentionally planning our lessons with this in mind. A great place to start new learning is through the use of a meaningful context and utilizing concrete manipulatives that students can touch and feel. When we teach in this way, we minimize the level of abstraction so students can focus their working memory on the new idea being introduced in a meaningful way.
Early screening for Dyscalculia is very important to ensure the children get adequate support as soon as possible and prevent later possible Math Anxiety.
Dyscalculia Services has a screener/checklist on their website and many people use that. Now they have also launched this Quick Dyscalculia Screener Checklist as an app for Android (iphone will follow later).
This is a great way to get a fast early screening done. As a teacher you can install it on your phone and screen your whole class to get an early read on who is at risk for Dyscalculia.
Thanks to @MrOrr_geek who shares with us some lessons connected to real life. It is important to keep your lessons connected to something the children can relate to. With all the fancy lesson plans and shiny new technology it may sometimes be overwhelming for students and they may be able to do the lesson but not see the connection with real life. The lesson in the link for today are great and will solve that issue.
A very interesting study has been completed. They compared people with dyslexia, dyscalculia, both and neither. They focused on the corona radiata and the arcuate fasciculus, two tracts associated with reading and mathematics in a number of previous studies. Using Bayesian hypothesis testing, they showed that the data showed no differences between groups for these particular tracts, a finding that seems to go against the current view in other studies.
This outcome, if confirmed, suggest that structural differences associated with dyslexia and dyscalculia might not be as reliable as previously thought, and this may have some impact on how we approach remediation.
This little gadget lets us estimate angles. A nice distracting game to play and it will help the conversation about the system of angles with your students. Thanks to NRICHenriching mathematics for the link.
See the wonderful way the people in Mexico use the ancient Maya method of calculation to teach the children. This is badly needed as the comparison show:
Maths is one of the areas in which Mexican students are failing most comprehensively, according to the OECD’s latest Pisa evaluations, which assess student performance around the world at age 15. Despite being Latin America’s second-biggest economy, Mexico ranks bottom of the class in maths among OECD member countries and 58th overall, of the 72 nations ranked.
Some 57 per cent of Mexican students fail to reach the baseline proficiency in maths — significantly worse than the OECD average of 23 per cent.
Interesting study which outcome favors the possibility of a generalized magnitude system in the occipito-parietal lobe. It might be further assumed, that with development more refined and specific neuronal functions form in order to process magnitudes with increasing difficulty (Leibovich and Henik, 2013). Secondly, despite the numerical deficits and difficulties in more complex spatial skills, adolescents with DD seem to have well developed abilities to process discrete and continuous magnitudes. Neuronal findings may reveal the use of compensatory systems, hinting to a slight delay in the development of the discrete and continuous numerical system. Further studies are needed to examine the development of the generalized magnitude system in typical and, more importantly, in atypical development.
Working on math with children doesn’t have to be complilcated. See the fun game Simon Gregg did with his class.A Cuisenaire race game: roll the dice and take the corresponding rod. Who gets to thirty first?
The other day a parent approached me and said they needed an evaluation for their child because the school/teacher had said the child had low IQ and ADD. At least they didn’t say the child is stupid and doesn’t pay attention but it is clear that the school probably has not evaluated a learning disability.
They should be referred to http://DyscalculiaAware.org to get an awareness course and the parents can go to https://DyscalculiaTesting.com to get a Math and Dyscalculia Screening test done quick and at low cost as a start.
Remarkable today I get the email from the understood organization, talking about the language teachers use and what it could mean for parents.