MATH

INTERVENTION
DEVELOPMENTALLY APPROPRIATE PRACTICES IN
EARLY LANGUAGE, LITERACY AND NUMERACY
Move one stick to make the number
sentence correct.
Move one stick to make the sentence
correct.
Move three sticks to make the fish face
the opposite way.
Session I:
COMMON ERRORS and
ERROR ANALYSIS
 Preview

• What causes difficulties in learning Math?

• What are the potential areas of difficulties in
learning Math?
• What information can we obtain from a
student’s work?
What causes difficulties in
learning Math?
Mathematics is a symbolic language used to:

• express relationships – spatial, numeric, geometric,

algebraic, and trigonometric, in both real and
imaginary dimensions ;

• communicate concepts through symbols;

• reinforce and practise sequential and logical

thinking.
thinking
(Clayton, 2003)
A. Nature of Math (Chinn & Ashcroft, 1998)
Parts are learned that later on
• Interrelated build into wholes.

What are needed to

learn:
•place values?
•adding dissimilar
fractions?
•long division?
A. Nature of Math (Chinn & Ashcroft, 1998)
Parts are learned that later on
• Interrelated build into wholes.

What will happen when

a student does not learn
some of these parts?
A. Nature of Math (Chinn & Ashcroft, 1998)
The learning of higher
• Sequential skills depends on the
learning of basic skills.
A. Nature of Math (Chinn & Ashcroft, 1998)
• Sequential
A. Nature of Math (Chinn & Ashcroft, 1998)
The learning of higher
• Sequential skills depends on the
learning of basic skills.

What will happen

when the basic skills
are not learned?
A. Nature of Math (Chinn & Ashcroft, 1998)
The meaning of concepts
• Reflective expand as lessons progress.
A. Nature of Math (Chinn & Ashcroft, 1998)

• Reflective

Wholes

What will happen when Decimals

the meaning of concepts Fractions

do not expand? Polynomials

B. Structure (Chinn & Ashcroft, 1998)
Math is learned Levels of difficulty build
from concrete to up as the lessons
abstract progress.
B. Structure (Chinn & Ashcroft, 1998)
Implications:
1.If the basic levels are skipped or not well-taught, the
foundations of learning become shaky.

2.When foundations are shaky, learning becomes segmented,

thus the student has to resort to memorization.

3.When lessons are simply memorized, more effort is needed to

learn higher-level lessons.
C. Skills and Processes
(DepEd Math Curriculum 2013)

• Knowing and understanding

• Estimating, computing, and solving

• Visualizing and modelling

• Representing and communicating

• Conjecturing, reasoning, proving, and decision-

making
• Applying and connecting
D. Characteristics of School Math
• There are rules but they
do not apply all the time

• Answers are either right

or wrong

• Tasks require
concentration
E. Math Language

• Symbols +–x =     
A = r2

• Vocabulary Algebra, perimeter, sine

even, pound, table

• Syntax and seven more than one,

quarter of a half,
Semantics a difference of two
What are the potential areas of
difficulties in learning Math? (Chinn
& Ashcroft, 1998)
Preview
A. Direction and Sequence

1. Directional
confusion
A. Direction and Sequence
counting on vs. counting
2.Sequencing
backwards,
Problems place values
B. Perception

3. Visual Difficulties
B. Perception
4. Spatial Awareness
C. Retrieval
5. Working Memory
and Short-term
Memory

6.Long-term
Memory
7. Speed of Working
8. Math Language
• Vocabulary knowledge

• a symbol with different names

vs.
a name for different symbols
 Solve

1540  70
The answer is 22
9. Cognitive Style (Chinn & Ashcroft,1998)
Analyzing and Identifying the Problem

Inchworm Grasshopper
1. Focuses on the parts and 1. Tends to overview, holistic,
details. Separates. puts together.
2. Looks at the numbers and 2. Looks at the numbers and
facts to select a relevant facts to estimate an answer
formula or procedure. or restrict range of answers.
Controlled exploration.
Cognitive Style (Chinn & Ashcroft, 1998)
Solving the Problem
Inchworm Grasshopper
3. Formula, procedure orientated. 3. Answer orientated.

4. Constrained focus, Uses a single 4. Flexible focusing. Methods change.

method.
5. Often works back from a trial
5. Works in serially ordered steps, answer. Multi-method.
usually forward.
6. Adjusts, breaks down/ builds up
6. Uses numbers exactly as given. numbers to make an easier
calculation.
Cognitive Style (Chinn & Ashcroft, 1998)
Solving the Problem
Inchworm Grasshopper
7. More comfortable with paper 7.
and pen. Documents method.
8. Unlikely to check or evaluate 8.
answer. If check is done, uses
same procedure or method.
9. Often does not understand
procedure or values of 9.
numbers. Works mechanically.
Rarely documents method.
Performs calculation mentally.
Likely to appraise and evaluate
answer against original
estimate. Checks by alternate
method.
Good understanding of the
numbers, methods and
relationships.
10. Conceptual Ability

• IQ Score

• Abilities in the
Multiple
Intelligences
10. Conceptual Ability
• Impact of Brain-based Condition(s)

• Social or behavioral skills-related

• Autism
• Asperger’s Syndrome
• Attention-Deficit/Hyperactivity Syndrome

• Communication skills-related
• Language Acquisition
• Receptive / Expressive Language Difficulties
10. Conceptual Ability
• Impact of Brain-based Condition(s)

• Cognitive/learning skills-related
• MR/ Intellectual Disability
• Learning Disabilities
• Long and Short-term Memory Deficits

• Physical or sensory skills-based

• Visual Impairment
• Hearing Impairment
10. Conceptual Ability
• Dyscalculia

• Dyscalculia is usually perceived of as a specific

learning difficulty for mathematics, or, more
appropriately, arithmetic.
(http://www.bdadyslexia.org.uk/)

• Dyscalculia is a brain-based condition that

makes it hard to make sense of numbers and
math concepts.
(https://www.understood.org/)
11. Anxiety,
Stress, and
Self-image
• Effect of experiences
and environment

• Attitude towards Math

Exercise:
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
(Refer to Worksheet)
Session II:
MATH REMEDIATION
 Preview

1. Introduction to Remediation

2. Some Remedial Teaching Strategies

3. Principles of Remediation

4. The Remedial Plan

What is remediation?

The commonly accepted idea of remediation as a

careful effort to reteach successfully what was not
well taught or not well learned during the initial
teaching. (Glennon & Wilson, 1972)
Who needs math remediation?

Students who show lags in math

performance that are unlike his or her
potential or performance in other academic
areas
Do not allow children who may have special
needs to go from one grade to another
without a professional team assessing the
student for eligibility for services and
supports. "Waiting" is NOT an effective,
educational practice. Although the process of
referral can be cumbersome, it is well worth it
when it identifies needs that can be met
during the educational life of the child.
– Barbara T. Doyle, Johns Hopkins School of Education
 The Remediation Process
1) Identify the concepts, skills, procedures to be retaught.
2) Collect supporting information, such as anecdotes,
work portfolio, and assessment reports.
3) Select appropriate re-teaching methods and strategies.
4) Provide remediation.
5) Evaluate and determine next steps.
What a Remedial Math Teacher Needs
to Know
1) Structure of Mathematics

2) The student’s strengths and difficulties

• Error analysis
• Formal Testing
• Diagnostic Testing

3) Remedial instruction strategies

SOME TEACHING
STRATEGIES
1. Use landmark numbers
a. Rounding

0 10
1. Use landmark numbers
b. Solving
2. Use graphic organizers
a. Grids
2. Use graphic organizers
b. Tables (rows and columns)
2. Use graphic organizers
c. Grids and spaces for long division
2. Use graphic organizers
d. Guide
questions
and spaces
3. Use mnemonics

a. Order of operations
3. Use mnemonics

b. Parts of a subtraction sentence

3. Use mnemonics

c. Long division
4. Show patterns and
properties
a. Properties of addition and multiplication
4. Show patterns and
properties
b. Breaking numbers down / decomposing
c. The hundreds chart

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
5. Teach math vocabulary
a. Unlock new terms
5. Teach math vocabulary

b. Teach word analysis

5. Teach math vocabulary
c. Tell the background story
6. Visualize and verbalize
PRINCIPLES OF
INTERVENTION
Principles of Intervention
(Chinn & Ashcroft, 2007)

1. Build on what the child knows

 Show interconnectedness of lessons
 Promote reasoning
Principles of Intervention
(Chinn & Ashcroft, 2007)

2. Acknowledge the student’s learning style

 T’s best method might not work
 Let student discover the strategies that work
for him
Principles of Intervention
(Chinn & Ashcroft, 2007)

3. Make math developmental

 Use the concrete-representational-abstract
progression
 Employ gradual transfer
Principles of Intervention
(Chinn & Ashcroft, 2007)

4. Use the language that communicates the

idea
 Use the child’s language
 Use visuals, real objects, experiences
Principles of Intervention
(Chinn & Ashcroft, 2007)

5. Use the same basic numbers to build an

understanding of each process or
concept
 Make instruction success-oriented
Principles of Intervention
(Chinn & Ashcroft, 2007)

5. Teach ‘why’ as well as ‘how’

Principles of Intervention
(Chinn & Ashcroft, 2007)

7. Keep a
responsive
balance in all of
teaching

If the child does not learn the way you

teach, then you must teach the way he learns.
- Harry Chasty
REMEDIAL
PLANNING
(Refer to Worksheet)
Remedial Planning
Basic Information
Why does the student need to undergo remediation?
Who made the referral?
What do we know about the child, in relation to math
learning?
What do we know about the student, in relation to math
learning?
What behaviors did the student show – during and
outside math sessions?

What do we want to do about these behaviors?

What behaviors did the student show – during and
outside math sessions?
What is the student’s most recent Math performance?
What is the student’s most recent Math performance?
What do we do now? / What’s the plan?

An
overview
What do we do now? / What’s the plan?
Session III:
PLANNING FOR INTERVENTIONS
(Workshop)
REMEDIAL
PLANNING
(Refer to Worksheet)
REFERENCES:

Bley, N.S. and Thornton, C.A. (2001). Teaching mathematics to students with
learning disabilities, 4th ed. USA: Pro-Ed.
 
Chinn, S. and Ashcroft, J. (1998). Mathematics for dyslexics: A teaching
handbook, 2nd ed. UK: Whurr.
 
Chinn, S. and Ashcroft, J. (2007). Mathematics for dyslexics: Including
Dyscalculia, 3rd ed. England: John Wiley and Sons.
 
Doabler, C.T., et.al. (2012). Evaluating Three Elementary Mathematics
Programs for Presence of Eight Research-Based Instructional Design Principles.
Learning Disability Quarterly, 35(4), 200-211.
 
Lalley, J.P. and Miller, R.H. (2002).Computational Skills, Working Memory, and
Conceptual Knowledge in Older Children with Mathematics Learning Disabilities.
Education, 126(4), 747-755.
 
Mabbott, D.J. and Bisanz, J. (2008). Computational Skills, Working Memory,
and Conceptual Knowledge in Older Children With Mathematics Learning
Disabilities. Journal of Learning Disabilities, 41(1), 15-28.
 
Miles, T.R. and Miles, E, Eds. (1992). Dyslexia and mathematics. USA:
Routledge.