Module 7 - Math Disabilities

3 quotations:
1. “ For decades, boys have consistently scored higher than girls on standardized
mathematics tests, such as the Scholastic Aptitude Test (SAT) and the National
Assessment of Educational Progress (NAEP).” (Sousa 160)
2. “ About 6– 8 percent of school-age children have serious difficulty processing
mathematics (Butterworth, 2010). This is about the same number as children who have
serious reading problems. However, because of the strong emphasis that our society
places on the need to learn reading, many more research studies have focused on
problems in this area than on mathematics.” (Sousa 161)
3. “Studies show that student achievement in mathematics is strongly linked to the teacher’s
expertise in mathematics. Students of an expert teacher perform better on achievement
tests than students of a teacher with limited training in mathematics (Hill & Dalton, 2013;
Rolland, 2012).” (Sousa 163)

1 connection:
1. Through several class readings and discussions, we have learned how confidence is a
crucial factor in the success of young students. Specifically in mathematics, when
students believe in their abilities to solve problems and tackle challenging concepts, they
are more likely to persevere through difficulties and ultimately achieve success.
Confidence enables students to approach math with a positive attitude, leading to greater
engagement and motivation to learn. It allows them to take risks, try new strategies, and
learn from mistakes without fear of failure. Additionally, confident students are more
likely to participate actively in class discussions, ask questions, and seek help when
needed, all of which are essential for deepening their understanding of mathematical
concepts. As students experience success in math, their confidence grows, creating a
positive feedback loop that further enhances their learning and performance.

Striking words and ideas:

1. Stereotype Threat: occurs when a group of people believe they will be evaluated on
societal stereotypes about a group they identify with
2. Dyscalculia: a condition which causes persistent issues with processing numerical
calculations (Students have difficulties with mastering arithmetic facts, learning abstract
concepts, acquiring spatial orientation, following directions, and following a sequence.)
a. Developmental Dyscalculia: problems have been present since birth
b. Can be associated or in addition to reading issues and ADHD
3. Fear of mathematics: This phobia can become present as early as second grade, however,
this fear will show a negative impact for a student in any grade level
a. These students focusing on memorizing equations instead of understanding them
4. Types of mathematical disorders: number concept difficulties, counting skill deficits,
difficulties with arithmetic skills, procedural disorders, memory disorders, and visual-
spatial deficits)
5. Top 5 types of interventions (42): heuristics- experienced based techniques, explicit
instruction, student verbalizations, cross age instruction, sequence/and or range sequences
6. Quantitative learner: prefer entities that have definite values, procedural approaches,
approach problems like a recipe, break down problems into parts, deductive reasoning,
hands on materials, and stick with a standardized approach
7. Qualitative learner: approach mathematical holistically and intuitively, describe elements
through qualities, social learners, learn by seeing relationships, draw associations and
parallels, focus on visual- spatial, and have difficulties with sequences.
8. Levels of learning mastery
a. Level One: Connects new knowledge to existing knowledge and experiences
b. Level Two: Searches for concrete material to construct a model or show a
manifestation of the concept
c. Level Three: Illustrates the concept by drawing a diagram to connect the concrete
example to a symbolic picture or representation
d. Level Four: Translates the concept into mathematical notation using number
symbols, operational signs, formulas, and equations
e. Level Five: Applies the concept correctly to real-world situations, projects, and
story problems
f. Level Six: Can teach the concept successfully to others or can communicate it on
a test
9. Other considerations: less is more, use manipulatives, search for patterns, build on
student’s strengths, and assistive technology
10. CRA approach: a versatile method for bridging the gap between concrete experiences and
abstract concepts, making it easier for students to understand and engage with complex
ideas.
a. Choose a topics in mathematics
b. Review procedures for solving the problem
c. Adjust the steps to eliminate notion and calculate tricks
d. Master the abstract steps to the appropriate concrete manipulative
e. Arrange concrete and representational lessons
f. Teach each concrete, representational, and abstract lesson to mastery
g. Help students apply what they have learned to word problems