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The document discusses effective strategies for teaching algebra to students with learning disabilities. It recommends a teacher-directed approach using many examples, guided practice, and corrective feedback. It also suggests self-monitoring strategies like checklists to help students check their work. The cognitive assault strategy combines multisensory instruction with cognitive prompts to keep students actively involved. Manipulatives and pictorial representations before abstract concepts are also advised. Mnemonics can help with memory issues by assisting rule and step memorization. Overall, these strategies aim to build confidence and competence in algebra skills.
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Teaching Algebra to Students With Learning Disabilities
The document discusses effective strategies for teaching algebra to students with learning disabilities. It recommends a teacher-directed approach using many examples, guided practice, and corrective feedback. It also suggests self-monitoring strategies like checklists to help students check their work. The cognitive assault strategy combines multisensory instruction with cognitive prompts to keep students actively involved. Manipulatives and pictorial representations before abstract concepts are also advised. Mnemonics can help with memory issues by assisting rule and step memorization. Overall, these strategies aim to build confidence and competence in algebra skills.
The document discusses effective strategies for teaching algebra to students with learning disabilities. It recommends a teacher-directed approach using many examples, guided practice, and corrective feedback. It also suggests self-monitoring strategies like checklists to help students check their work. The cognitive assault strategy combines multisensory instruction with cognitive prompts to keep students actively involved. Manipulatives and pictorial representations before abstract concepts are also advised. Mnemonics can help with memory issues by assisting rule and step memorization. Overall, these strategies aim to build confidence and competence in algebra skills.
Teaching Algebra to Students with Learning Disabilities
By Marcee M. Steele and John W. Steele
This article deals with teaching algebra to students with learning disabilities. Many of the characteristics associated with learning disabilities- such as visual, auditory, and motor-processing problems; memory deficits; weak language and abstract-reasoning skills- have a direct impact on solving algebra problems. The research literature on teaching students algebra with learning disabilities supports a strong teacher-directed approach. The teacher-centered approach was found to be more effective than student-centered or discovery approaches. Teaching algebra by giving many examples, guided practice, and corrective feedback to the guided practice was strongly recommended. In teaching math to students with learning disabilities, self-questioning and selfmonitoring strategies are often helpful. Each step of a problem should be checked on a worksheet to be sure that nothing is omitted. One way to self-monitor progress is for the students to make a summary chart or checklist of the steps and then check off the steps while they work through a problem. Using prompts reminds students of questions that need to be answered, helps them correct errors, and reinforce success. This self-monitoring should be used while the student works the problem rather than waiting until students may have made many mistakes that corrections are confusing and frustrating. The cognitive assault strategy combines multisensory instruction with a cognitive approach. Important steps in this strategy include guidance with prompts as needed, rehearsing steps or procedures in writing and orally, helping students stay actively involved in instruction, providing models and then helping students create their own models. Research suggests that this verbalization of active learning helps students learn and understand the concepts involved. Using concrete and manipulative material is also recommended for teaching algebra to students with learning disabilities. Research supports the sequence of using manipulatives, then pictures, and then moving to more abstract levels of instruction. The use of mnemonic devices is also recommended since memory is often a problem for students with learning disabilities. Mnemonics are useful for memorizing rules, steps, and procedures. In conclusion, the use of effective strategies in teaching algebra to students with learning disabilities promotes confidence and competence in working problems. These strategies can help students develop positive attitudes, lead to more accurate calculations and help prevent frustration. Mathematics Teacher, Volume 96, Number 9; December, 2003; pp.622-624.