MATH

INTERVENTION
DEVELOPMENTALLY APPROPRIATE PRACTICES IN
EARLY LANGUAGE, LITERACY AND NUMERACY
Move one stick to make the number
sentence correct.
Move one stick to make the sentence
correct.
Move three sticks to make the fish face
the opposite way.
Session I:
COMMON ERRORS
and ERROR ANALYSIS
 Preview

• What causes difficulties in learning Math?

• What are the potential areas of difficulties
in learning Math?
• What information can we obtain from a
student’s work?
What causes difficulties in
learning Math?
Mathematics is a symbolic language used to:

• express relationships – spatial, numeric,

geometric, algebraic, and trigonometric, in both
real and imaginary dimensions ;

• communicate concepts through symbols;

• reinforce and practise sequential and logical

thinking.
(Clayton, 2003)
A. Nature of Math (Chinn & Ashcroft, 1998)
Parts are learned that later
• Interrelated on build into wholes.

What are needed to

learn:
• place values?
• adding dissimilar
fractions?
• long division?
A. Nature of Math (Chinn & Ashcroft, 1998)
Parts are learned that later
• Interrelated on build into wholes.

What will happen

when a student does
not learn some of
these parts?
A. Nature of Math (Chinn & Ashcroft, 1998)
The learning of higher
• Sequential skills depends on the
learning of basic skills.
A. Nature of Math (Chinn & Ashcroft, 1998)
• Sequential
A. Nature of Math (Chinn & Ashcroft, 1998)
The learning of higher
• Sequential skills depends on the
learning of basic skills.

What will happen

when the basic
skills are not
learned?
A. Nature of Math (Chinn & Ashcroft, 1998)
The meaning of concepts
• Reflective expand as lessons
progress.
A. Nature of Math (Chinn & Ashcroft, 1998)

• Reflective

Wholes

What will happen Decimals

when the meaning of Fractions

concepts do not Polynomials

expand?
B. Structure (Chinn & Ashcroft, 1998)
Math is learned Levels of difficulty build
from concrete up as the lessons
to abstract progress.
B. Structure (Chinn & Ashcroft, 1998)
Implications:
1. If the basic levels are skipped or not well-taught, the
foundations of learning become shaky.

2. When foundations are shaky, learning becomes

segmented, thus the student has to resort to
memorization.

3. When lessons are simply memorized, more effort is

needed to learn higher-level lessons.
C. Skills and Processes
(DepEd Math Curriculum 2013)

• Knowing and understanding

• Estimating, computing, and solving

• Visualizing and modelling

• Representing and communicating

• Conjecturing, reasoning, proving, and

decision-making
• Applying and connecting
D. Characteristics of School Math
• There are rules but
they do not apply all
the time

• Answers are either

right or wrong

• Tasks require
concentration
E. Math Language

• Symbols +–x =     
 A = r2

• Vocabulary Algebra, perimeter, sine

even, pound, table

• Syntax and seven more than one,

quarter of a half,
Semantics a difference of two
What are the potential areas
of difficulties in learning
Math? (Chinn & Ashcroft, 1998)
 Preview

1. Direction and 5. Math language

sequence 6. Cognitive Style
2. Perception 7. Conceptual Ability
3. Retrieval 8. Anxiety, stress, self-
4. Speed of working image
A. Direction and Sequence

1. Directional
confusion
A. Direction and Sequence
counting on vs. counting
2. Sequencing
backwards,
Problems place values
B. Perception

3. Visual Difficulties
B. Perception
4. Spatial Awareness
C. Retrieval
5. Working Memory
and Short-term
Memory

6. Long-term
Memory
7. Speed of Working
8. Math Language
• Vocabulary knowledge

• a symbol with different names

vs.
a name for different symbols
 Solve

1540  70
The answer is 22
9. Cognitive Style (Chinn & Ashcroft,1998)
Analyzing and Identifying the Problem

Inchworm
1. Focuses on the parts and 1.
details. Separates.
2. Looks at the numbers and 2.
facts to select a relevant
formula or procedure.
Grasshopper
Tends to overview,
holistic, puts together.
Looks at the numbers and
facts to estimate an
answer or restrict range
of answers. Controlled
exploration.
Cognitive Style (Chinn & Ashcroft, 1998)
Solving the Problem
Inchworm Grasshopper
3. Formula, procedure orientated. 3. Answer orientated.

4. Constrained focus, Uses a 4. Flexible focusing. Methods

single method. change.

5. Works in serially ordered 5. Often works back from a trial

steps, usually forward. answer. Multi-method.

6. Uses numbers exactly as 6. Adjusts, breaks down/ builds

given. up numbers to make an easier
calculation.
Cognitive Style (Chinn & Ashcroft, 1998)
Solving the Problem
Inchworm Grasshopper
7. More comfortable with paper 7. Rarely documents method.
and pen. Documents Performs calculation
method. mentally.

8. Unlikely to check or 8. Likely to appraise and

evaluate answer. If check is evaluate answer against
done, uses same procedure original estimate. Checks by
or method. alternate method.

9. Often does not understand 9. Good understanding of the

procedure or values of numbers, methods and
numbers. Works relationships.
mechanically.
10. Conceptual Ability

• IQ Score

• Abilities in the
Multiple
Intelligences
10. Conceptual Ability

• Impact of Brain-based Condition(s)

• Social or behavioral skills-related

• Autism
• Asperger’s Syndrome
• Attention-Deficit/Hyperactivity Syndrome

• Communication skills-related
• Language Acquisition
• Receptive / Expressive Language
Difficulties
10. Conceptual Ability

• Impact of Brain-based Condition(s)

• Cognitive/learning skills-related
• MR/ Intellectual Disability
• Learning Disabilities
• Long and Short-term Memory Deficits

• Physical or sensory skills-based

• Visual Impairment
• Hearing Impairment
10. Conceptual Ability
• Dyscalculia

• Dyscalculia is usually perceived of as a

specific learning difficulty for mathematics,
or, more appropriately, arithmetic.
(http://www.bdadyslexia.org.uk/)

• Dyscalculia is a brain-based condition that

makes it hard to make sense of numbers
and math concepts.
(https://www.understood.org/)
11. Anxiety,
Stress, and
Self-image
• Effect of
experiences and
environment

• Attitude towards
Math
Exercise:
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
ERROR ANALYSIS
(Refer to Worksheet)
Session II:
MATH
REMEDIATION
 Preview

1. Introduction to Remediation

2. Some Remedial Teaching Strategies

3. Principles of Remediation

4. The Remedial Plan

What is remediation?

The commonly accepted idea of

remediation as a careful effort to
reteach successfully what was not well
taught or not well learned during the
initial teaching. (Glennon & Wilson, 1972)
Who needs math remediation?

Students who show lags in math

performance that are unlike his or her
potential or performance in other
academic areas
Do not allow children who may have special
needs to go from one grade to another
without a professional team assessing the
student for eligibility for services and
supports. "Waiting" is NOT an effective,
educational practice. Although the process of
referral can be cumbersome, it is well worth it
when it identifies needs that can be met
during the educational life of the child.
– Barbara T. Doyle, Johns Hopkins School of Education
 The Remediation Process
1) Identify the concepts, skills, procedures to be
retaught.
2) Collect supporting information, such as
anecdotes, work portfolio, and assessment
reports.
3) Select appropriate re-teaching methods and
strategies.
4) Provide remediation.
5) Evaluate and determine next steps.
What a Remedial Math Teacher
Needs to Know
1) Structure of Mathematics

2) The student’s strengths and

difficulties
• Error analysis
• Formal Testing
• Diagnostic Testing

3) Remedial instruction strategies

SOME TEACHING
STRATEGIES
1. Use landmark numbers
a. Rounding

0 10
1. Use landmark numbers
b. Solving
2. Use graphic organizers
a. Grids
2. Use graphic organizers
b. Tables (rows and columns)
2. Use graphic organizers
c. Grids and spaces for long division
2. Use graphic organizers
d. Guide
questions
and
spaces
3. Use mnemonics

a. Order of operations
3. Use mnemonics

b. Parts of a subtraction sentence

3. Use mnemonics

c. Long division
4. Show patterns and
properties
a. Properties of addition and
multiplication
4. Show patterns and
properties
b. Breaking numbers down /
decomposing
c. The hundreds chart

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
5. Teach math vocabulary
a. Unlock new terms
5. Teach math vocabulary

b. Teach word analysis

5. Teach math vocabulary
c. Tell the background story
6. Visualize and verbalize
PRINCIPLES OF
INTERVENTION
Principles of Intervention
(Chinn & Ashcroft, 2007)

1. Build on what the child knows

 Show interconnectedness of lessons
 Promote reasoning
Principles of Intervention
(Chinn & Ashcroft, 2007)

2. Acknowledge the student’s learning

style
 T’s best method might not work
 Let student discover the strategies that
work for him
Principles of Intervention
(Chinn & Ashcroft, 2007)

3. Make math developmental

 Use the concrete-representational-
abstract progression
 Employ gradual transfer
Principles of Intervention
(Chinn & Ashcroft, 2007)

4. Use the language that communicates

the idea
 Use the child’s language
 Use visuals, real objects, experiences
Principles of Intervention
(Chinn & Ashcroft, 2007)

5. Use the same basic numbers to

build an understanding of each
process or concept
 Make instruction success-oriented
Principles of Intervention
(Chinn & Ashcroft, 2007)

5. Teach ‘why’ as well as ‘how’

Principles of Intervention
(Chinn & Ashcroft, 2007)

7. Keep a
responsive
balance in all of
teaching

If the child does not learn the way you

teach, then you must teach the way he learns.
- Harry Chasty
REMEDIAL PLANNING
(Refer to Worksheet)
Remedial Planning
Basic Information
Why does the student need to undergo
remediation?
Who made the referral?
What do we know about the child, in relation to
math learning?
What do we know about the student, in relation to
math learning?
What behaviors did the student show – during and
outside math sessions?

What do we want to do about these behaviors?

What behaviors did the student show – during and
outside math sessions?
What is the student’s most recent Math
performance?
What is the student’s most recent Math
performance?
What do we do now? / What’s the plan?

An
overview
What do we do now? / What’s the plan?
Session III:
PLANNING FOR
INTERVENTIONS
(Workshop)
REMEDIAL PLANNING
(Refer to Worksheet)
REFERENCES:

Bley, N.S. and Thornton, C.A. (2001). Teaching mathematics to students with
learning disabilities, 4th ed. USA: Pro-Ed.

Chinn, S. and Ashcroft, J. (1998). Mathematics for dyslexics: A teaching

handbook, 2nd ed. UK: Whurr.

Chinn, S. and Ashcroft, J. (2007). Mathematics for dyslexics: Including

Dyscalculia, 3rd ed. England: John Wiley and Sons.

Doabler, C.T., et.al. (2012). Evaluating Three Elementary Mathematics

Programs for Presence of Eight Research-Based Instructional Design Principles.
Learning Disability Quarterly, 35(4), 200-211.

Lalley, J.P. and Miller, R.H. (2002).Computational Skills, Working Memory, and
Conceptual Knowledge in Older Children with Mathematics Learning Disabilities.
Education, 126(4), 747-755.

Mabbott, D.J. and Bisanz, J. (2008). Computational Skills, Working Memory,

and Conceptual Knowledge in Older Children With Mathematics Learning
Disabilities. Journal of Learning Disabilities, 41(1), 15-28.

Miles, T.R. and Miles, E, Eds. (1992). Dyslexia and mathematics. USA:
Routledge.