Characteristics of Students with Learning Disabilities and the Impact on Learning Mathematics.
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Transcript of Characteristics of Students with Learning Disabilities and the Impact on Learning Mathematics.
![Page 1: Characteristics of Students with Learning Disabilities and the Impact on Learning Mathematics.](https://reader036.fdocuments.us/reader036/viewer/2022062322/56649f325503460f94c4d701/html5/thumbnails/1.jpg)
Characteristics of Students with Learning Disabilities and the Impact
on Learning Mathematics.
![Page 2: Characteristics of Students with Learning Disabilities and the Impact on Learning Mathematics.](https://reader036.fdocuments.us/reader036/viewer/2022062322/56649f325503460f94c4d701/html5/thumbnails/2.jpg)
Information Processing
How sensory input is:• Perceived • Transformed • Reduced • Elaborated • Stored • Retrieved• Used
(Swanson, 1987)
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Information Processing Weaknesses That Affect Math
• Visual deficits • Auditory-processing difficulties • Motor disabilities • Memory deficiencies• Attention deficits• Expressive language difficulties • Receptive language difficulties
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Visual deficits
• Spatial perception
• Reversals
• Figure ground
• Visual discrimination
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Auditory-processing difficulties
• Ability to analyze, interpret and process information obtained though the ear.
• It does not apply to what is received by the ear drum, or to deafness.
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Motor disabilities
• Includes limited mobility or movement
• In most cases can be accommodated through assistive technology.
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Memory deficiencies
• If the information is to be learned, it will either be transferred to and stored in long-term memory, or
• a strategy will be utilized to keep the information in short-term memory.
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Attention deficits
• Abilities to focus on the material for extended time
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Expressive Language difficulties
• Taking processed information from the brain, and expressing it to others so that they can assess knowledge
• Underdeveloped vocabulary
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Receptive Language difficulties
• Inability to convert language input to usable data within the brain.
• Underdeveloped vocabulary
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Cognition
• Cognition – understanding, knowing
• Cognition in Math may include:– Reading (Comprehension)– Paraphrasing (Translation)– Visualizing (Transformation)– Hypothesizing (Planning)– Estimating (Prediction)– Computing (Calculation)– Checking (Evaluating)
(from Montague’s cognitive & metacognitive model of mathematical problem solving)
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Metacognition• Thinking about Thinking • Also called self-regulation or executive control• “The active control over learning-related behaviors,
self-regulation of motivation and affect, and control over various cognitive strategies for learning, such as rehearsal and memory strategies” (Pintrich, 1994).
• Metacognition in Math may include:– Self-instructing– Self-questioning– Self-monitoring
(from Montague’s cognitive & metacognitive model of mathematical problem solving)
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Cognitive & Metacognitive Issues
• Students with cognitive and/or metacognitive barriers may have issues with:– Assessing their abilities to solve
problems– Identifying and selecting appropriate
strategies– Organizing information– Monitoring problem-solving processes– Evaluating problems for accuracy– Generalizing strategies to new situations
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Maintaining Positive Attitudes Toward Learning Mathematics
• Attitude affects achievement
• Attitudes can be influenced by:– Curriculum design– Teacher behavior– Past experiences
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Any questions?
?
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Connect to Think Aloud
• How does Think Aloud address any of the barriers encountered in the “Clinking Glasses” problem?
• How could the problem be differentiated to address the different barriers students may encounter?