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Characteristics of Students with Learning Disabilities and the Impact on Learning Mathematics.

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Title: Characteristics of Students with Learning Disabilities and the Impact on Learning Mathematics.


1
Characteristics of Students with Learning
Disabilities and the Impact on Learning
Mathematics.
2
Information Processing
  • How sensory input is
  • Perceived
  • Transformed
  • Reduced
  • Elaborated
  • Stored
  • Retrieved
  • Used
  • (Swanson, 1987)

3
Information Processing Weaknesses That Affect Math
  • Visual deficits
  • Auditory-processing difficulties
  • Motor disabilities
  • Memory deficiencies
  • Attention deficits
  • Expressive language difficulties
  • Receptive language difficulties

4
Visual deficits
  • Spatial perception
  • Reversals
  • Figure ground
  • Visual discrimination

5
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.

6
Motor disabilities
  • Includes limited mobility or movement
  • In most cases can be accommodated through
    assistive technology.

7
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.

8
Attention deficits
  • Abilities to focus on the material for extended
    time

9
Expressive Language difficulties
  • Taking processed information from the brain, and
    expressing it to others so that they can assess
    knowledge
  • Underdeveloped vocabulary

10
Receptive Language difficulties
  • Inability to convert language input to usable
    data within the brain.
  • Underdeveloped vocabulary

11
Cognition
  • Cognition understanding, knowing
  • Cognition in Math may include
  • Reading (Comprehension)
  • Paraphrasing (Translation)
  • Visualizing (Transformation)
  • Hypothesizing (Planning)
  • Estimating (Prediction)
  • Computing (Calculation)
  • Checking (Evaluating)
  • (from Montagues cognitive metacognitive model
    of mathematical problem solving)

12
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 Montagues cognitive metacognitive
    model of mathematical problem solving)

13
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

14
Maintaining Positive Attitudes Toward Learning
Mathematics
  • Attitude affects achievement
  • Attitudes can be influenced by
  • Curriculum design
  • Teacher behavior
  • Past experiences

15
Any questions?
  • ?

16
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?
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