Synthesis 9 - Mathematics

Synthesis 9 – Mathematics

Since I do not teach math, this synthesis is going to be addressed differently from my previous entries. Observing my students in our CAT homerooms, allows me the opportunity to view progress reports and report cards. I do have some insight on the students who are learning disabled and who struggle with their mathematics. I can easily see how the rigor of mathematical concepts would confuse students with learning disabilities and behavioral problems. I see the importance of math teachers becoming familiar with concepts which would obstruct the mathematical progression of these students. Behavior problems such as impulsivity and inattention are concerns I deal with in my classroom on a daily basis. These characteristics would definitely cause students to be unable to follow directions, stay on task, and make careless errors in their mathematical calculations. These students are also frequently unmotivated and the practice of mathematical equations/problems would have the potential to cause confusion and frustration. The inability to recall multiplication tables would generate continuous problems.  I have spoken with several of my students and asked them how they compensate when they are unable to recall multiplication tables. They count on their fingers, they add in their heads, and often times need to repeat the process because they feel they have made a mistake in their calculations. I became frustrated just listening to how they compensated for the lack of recall skills. The bottom line is that students with disabilities suffer academically if they do not have a caring, involved teacher who is well versed on up to date research.

Two approaches to instruction in the math classroom are direct instruction and cognitive strategy instruction. Direct instruction focuses on drill and practice. Students also self-monitor in addition to the direct instruction.  Holding the student accountable for their work is vital if this approach is to have merit. The text discusses four research examples which illustrate how cognitive strategy instruction unfolds. Cassel and Reid’s 1996 research used the SRSD method to enforce the mathematical concepts. FAST DRAW was the mnemonic expression to FIND, ASK, SET UP, TIE DOWN, DISCOVER, READ, ANSWER, and WRITE. Steps of the strategy included the following: Read the problem, find and highlight the question, ask what the important parts of the problem are, set up the problem by writing and labeling the numbers, reread the problem and tie down the sign, discover the sign, recheck, read the number problem, answer the problem, and write the answer. The solution to finding the correct answer was followed with a series of questions designed to remind the students of varying elements of the problem that would help them to be successful. This process, once learned, would have worked for me as a challenged math student.

I encourage math instructors to be fortified with all the ammunition they can muster! Use any creative and innovative means possible to help math students excel!