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# Bridget Golden Sped 441: Instructional Strategies Assignment Spring 2013 Strategy: Touch Math (for addition) Description

of Strategy The touch math strategy is an approach teachers use to help students understand the processes of mathematics. This strategy aims at engaging students with a program that incorporates the sense of touch with visual aides for understanding (touch points). With the implementation of touch points on numerical symbols, students of all abilities can grasp the underlying concepts of mathematics and become strategic learners.

The touch point numerical symbols are pictured above. Numbers 6 through 9 have a ring around the touch point. (Difficult to see in picture but the ring encompasses the circumference of the touch point). Strategy Rationale When students do not seem to grasp the understanding that numerical symbols represent a value or an amount, it is pretty difficult to teach them mathematical skills such as addition. Therefore, the placement of touch points on numerical symbols corresponding to the number is one successful strategy for grasping this concept of value. Many of my students struggle with the concept that numbers represent a value. They can recall the name of numbers, they can count, they can say/write numbers, but they just cannot successfully recognize that numbers are the symbol for an amount. This causes my students great stress and struggle when trying to understand and complete addition problems. Therefore, my corresponding teacher decided to implement the instruction of touch math for teaching addition. So far, my students seem to grasp the concept of number value more clearly than before, and they enjoy the ability to see and touch the points on the numbers when completing math problems such as addition problems. According to an article from the International Journal of Special Education, called Effectiveness of the Touch Math Technique in Teaching Addition Skills to Students with Intellectual Disabilities, touch points were found successful for teaching basic addition skills after periods of instruction on the strategy. The results of this study show that three subject students were targeted for instruction and all three students improved their addition skills. Student A increased her basic addition skills success rate from 30% to 100% after 9 teaching sessions and were delivered in line with the touch math technique based on a direct teaching approach (Calik & Kargin, 200). Student B increased her basic addition skills success rate from 40% to 100% and Student C increased his success rate from 30% to 100% after touch math instruction was

We would spend time counting the touch points on the numbers together before I introduced what an addition problem would look like: