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School Help: A Teacher and Tutor Guide to Help the Older Student with Limited Math Skills

School Help: A Teacher and Tutor Guide to Help the Older Student with Limited Math Skills

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On this article you will find dozens of modified teaching techniques to help children struggling with math skills such as math facts, procedures, and problem solving
On this article you will find dozens of modified teaching techniques to help children struggling with math skills such as math facts, procedures, and problem solving

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Categories:Types, School Work
Published by: The Psycho-Educational Teacher on Jan 02, 2014
Copyright:Attribution Non-commercial

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01/03/2014

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School Help
A Teacher and Tutor Guide To Help the Older
 
Student with Limited Math Skills
Carmen Y. Reyes
Copyright 2011 by Carmen Y. Reyes SolidRock Press
 
Contents
Background 1. Alternative Techniques for Recalling of Math Facts 2. Alternative Techniques to Develop Procedural Knowledge 3. Alternative Techniques for Problem Solving Reference Bibliography About the Author Connect with the Author Online
 
Background
Children with low math skills typically evidence skill deficits in one or more of these three main areas: recalling of math facts, computation, and/or word  problems. It is important to notice that most math skills overlap and a skill deficiency in only one of the three domains has the potential of bringing down the
child’
s whole math performance. Sometimes, we see children struggling in one math area without realizing that the skill deficit is really in a different area. When teachers and tutors work in developing
students’ overall
 math skills, first, we need to identify (i.e. using diagnostic assessment) in which of these areas the child is truly lacking math skills, so that we target the real skill deficits, and do not waste  precious time re-teaching skills that the child already masters. In other words, first, we determine the source of error and only then, we prepare a plan to remediate.
 Remediation
is the process of re-teaching the skill because the student did not master the skill when it was taught, or the child forgot the skill. Our remediation  plan must include
alternative teaching techniques
 and
compensatory strategies
 that we teach the student to help him or her profit from traditional grade placement curriculum in the areas that are developing adequately while the child is still strengthening skill deficits in the areas of difficulty.
 Alternative
and
compensatory  strategies
are different ways of doing the task, or using an assistive device, that allow the student to complete the task, which the child otherwise would not be able to perform. Children need to understand that, in handling math problems, it is not the recalling of math facts and memorization of algorithms what is more important, but the
ability to use strategies
 to solve the problem. For this reason, any remediation plan that we implement should put less emphasis in memorization and more emphasis

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