with Learning Disabilities in Algebra and Geometry
Ferdinand Rivera, Ph.D.
Assistant Professor, Mathematics
San Jose State University
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
| Understanding | Essential
Questions | Knowledge and Skills |
This module is intended for middle school and high school teachers who work with students who have learning disabilities in mathematics. This module emphasizes instructional strategies that teachers can employ to assist all students to obtain successful and meaningful experiences in doing mathematics.
The basic math content that is addressed in this module has been drawn from common national and statewide requirements. Mastery of fundamental concepts in algebra and geometry will enable students with learning disabilities in mathematics prepare for the exit examination, a necessary component for obtaining a high school diploma.
| Top of Section | Top of Page | Understanding |
Students who have learning disabilities in mathematics have weak perceptual and abstraction skills. By using instructional strategies that will assist students to overcome their weaknesses, teachers become effective facilitators in students’ growth in mathematical understanding.
| Top of Section | Top of Page | Essential Questions |
In this module, teachers are asked to focus
on the following two important questions:
· What are the characteristics of students with learning disabilities in mathematics ?
· What instructional strategies will help students to achieve success in doing mathematics?
| Top of Section | Top of Page | Knowledge and Skills |
In this module, teachers will obtain knowledge of at least eight research-based strategies for teaching students with learning disabilities in the areas of algebra and geometry. Teachers will also develop appropriate skills for: addressing the needs of students with learning disabilities in algebra and geometry; facilitating growth in students’ understanding of concepts, processes, and problem-solving in algebra and geometry.
There are eight lesson sessions that are contained in this module. The themes below are intricately intertwined in all of the lessons. The first session explores in detail what research says about the characteristics of students with learning disabilities in mathematics. The second session continues from the first session with an emphasis on domain-specific instructional principles that are appropriate for students. The remaining six sessions address specific research-based strategies for assisting students in understanding key concepts in algebra and geometry. Lecture notes, PowerPoints, and activities are provided for each session. Although each lesson session could stand on its own (that is, there are no difficult prerequisite knowledge or background needed to understand the target material), teachers are strongly encouraged to read through all the sessions and make connections among them so that they have a better understanding of what it means to teach students algebra and geometry.
The three themes below are included in this module and are constantly addressed in all eight sessions.
I. Establishing a Balance Between Conceptual and Procedural Understanding of Algebra and Geometry
II. Fostering Growth in Mathematical Understanding Through Experience and Abstraction
III. Becoming an Effective Mathematics Teacher of Middle and High School Students with Learning Disabilities in Mathematics
| Module 15 | Session 1 | Session 2 | Session 3 | Session 4 | Session 5 | Session 6 | Session 7 | Session 8 | Module References |
Copyright© 2004, San José State University