PART 4: TRENDS AND ISSUES IN SPED

The Development of Arithmetic and Word Problem Skills

Among Students with Mathematics Disability
I. Learning Outcomes
At the end of the lesson, the learners will be able to:
a. Identify and describe the various developmental stages in the acquisition
of mathematical skills,
b. Appreciate the diversity in learning styles and the need for tailored support
for students with Mathematics Disability;
c. Modify teaching methods to accommodate the needs of students in
different developmental stages.

II. Pre-test
1. What is Mathematics Disability (MD)?
a. A condition affecting musical abilities.
b. A condition affecting reading skills.
c. A condition affecting mathematical abilities.
d. A condition affecting physical coordination.

2. Which strategy involves using a visual tool to help students better understand
and comprehend mathematical material?
a. Cognitive learning b. Visual representation
c. Affective learning d. Psychomotor skills

3. What is skills practice in the context of developing arithmetic and word

problem-solving skills?
a. Learning by observation b. Repeated practice and application
c. Group discussions d. Verbal assessments

4. What does self-regulated learning involve?

a. Passive learning strategies
b. Teacher-centered approaches
c. Active student involvement in their own learning
d. Memorization techniques

5. In the Concrete Operational stage (7-11 years), what offers a medium for
instructions, and conservation of objects is understood?
a. Sensorimotor stage b. Preoperational stage
c. Concrete Operational stage d. Formal Operational stage

III. Discussion
The Development of Arithmetic and Word Problem Skills Among Students
with Mathematics Disability

 What is Mathematics Disability?

It is a condition that affects an individual’s ability to understand and
perform basic arithmetic operations, as well as the ability to solve word
problems.

Challenges Faced by Students with Mathematics Disability in Developing

Arithmetic Skills
1. Difficulty with Basic Concepts
Students with mathematics disability may find it difficult to understand
basic concepts, such as counting, addition, subtraction, multiplication, and
division.
2. Challenges with Computation
Students with mathematics disability may find it difficult to accurately
and quickly complete basic computations, such as addition, subtraction,
multiplication, and division.
3. Difficulty with Multi-Step Problems
Students with mathematics disability may find it difficult to understand
multi step problems and to break them down into individual steps.

Effective Strategies for Developing Arithmetic and Word Problem Skills

1. Visual Representation
 - is a visual tool used to help students better understand and
comprehend the material they are learning.
2. Skills Practice
- is a method of learning that involves repeated practice and
application of the skills being learned.
3. Self-Regulated Learning
- is a learning strategy that involves the student taking an active
role in their own learning.

T h e C o n c e p t s
 Sensorimotor
-objects exist out of sight (0-2)
 Preoperational
-ability to think in symbols (2-7)
 Concrete Operational
-manipulatives offer medium for instructions (7-11) conservation of
objects
 Formal operational
-abstract problem solving (11+)

Overall concerns for students with learning disabilities

 Abstractness of numbers
The abstractness of numbers means that numbers don't have a
physical or tangible form; they're ideas or concepts rather than something
you can touch or see. For example, the number "5" represents a quantity,
but it's not an actual thing you can hold. Understanding the abstract nature
of numbers involves grasping their conceptual significance beyond their
visual representation.

 Low number sense

Low number sense refers to having difficulty understanding and
working with numbers. It might involve challenges in grasping basic
concepts like quantities, relationships between numbers, and their relative
sizes. Imagine trying to make sense of numbers on a fundamental level,
struggling with tasks like counting, recognizing patterns, or understanding
how numbers relate to each other.

 Poorly formed ideas and algorithms - (requiring systematic

instruction over constructivism)
Poorly formed ideas and algorithms mean that there are difficulties
in creating clear mental pictures of mathematical concepts and following
 step-by-step procedures for problem-solving. It's like having a blurry
understanding of how things work in math and finding it challenging to use
organized methods to solve problems. Imagine trying to navigate through
math without a clear roadmap or set of instructions.

 Overgeneralization or incorrect used of algorithms.

Overgeneralization or incorrect use of algorithms means making
broad assumptions or using step-by-step procedures incorrectly in math.
It's like trying to apply a rule everywhere, even when it doesn't quite fit,
leading to mistakes in problem-solving. Imagine using a tool for a task it's
not meant for, causing errors in the results because the approach isn't
precisely suited to the situation.
 Poor recall of facts and procedures
Poor recall of facts and procedures means having difficulty
remembering and retrieving basic information and step-by-step processes
in math. It's like struggling to remember multiplication tables, formulas, or
the correct sequence of steps to solve a particular type of problem.
Imagine having a hard time recalling the straightforward facts and
methods you've learned, making it challenging to perform math tasks
efficiently.
Developmental Stages
 Pre-Number Skills Stage
Children in this stage develop foundational concepts before formal
number learning. It includes recognizing shapes, patterns, and
understanding basic mathematical language.

 Counting Stage
Learners start understanding the concept of counting, associating
numbers with quantities, and recognizing the order of numbers. This stage
lays the groundwork for further mathematical understanding.

 Basic Arithmetic Skills Stage

In this stage, individuals acquire fundamental arithmetic operations
such as addition, subtraction, multiplication, and division. They learn to
apply these operations to solve simple mathematical problems.

 Multiplication and Division Stage

Learners delve deeper into multiplication and division, developing
fluency in these operations. They begin to understand the relationships
between these operations and their applications in various contexts.
  Word Problem Solving Stage
This stage involves the application of mathematical skills to real-
world situations through word problems. Learners enhance their ability to
interpret problems, extract relevant information, and apply appropriate
mathematical operations.

 Abstract Problem-Solving Stage

As students’ progress, they engage in abstract problem-solving.
They start solving mathematical problems without concrete objects or
direct visual representations, requiring a higher level of cognitive
abstraction.

 Advanced Mathematical Concepts Stage

In the final stage, learners explore advanced mathematical
concepts such as algebra, geometry, trigonometry, calculus, and beyond.
They apply critical thinking and abstract reasoning to solve complex
mathematical problems, preparing them for advanced studies in
mathematics.

Conclusion
In summary, key trends in special education include advances in theory
and interventions, tailored support for special needs learners, technology
integration for cognitive disabilities, and enhancing math skills. These trends
highlight the importance of personalized approaches in ensuring inclusive and
effective education for all.

IV. Post-test
Direction: Read the questions carefully. Choose the best answer and write it on a
½ crosswise.
1. It is a condition that affects an individual’s ability to understand and perform
basic arithmetic operations, as well as the ability to solve word problems.

A. Mathematics Disability
B. Arithmetic Skills
C. Problem Skills
D. Learning Disability
2. Students with mathematics disability may find it difficult to understand basic
concepts, such as counting, addition, subtraction, multiplication, and division.

A. Challenges with Computation

B. Difficulty with Basic Concepts
C. Difficulty with Multi-Step Problems
D. Mathematics Disability

3. Students with mathematics disability may find it difficult to accurately and

quickly complete basic computations, such as addition, subtraction,
multiplication, and division.

A. Difficulty with Multi-Step Problems

B. Challenges with Computation
C. Difficulty with Basic Concepts
D. Mathematics Disability

4. Students with mathematics disability may find it difficult to understand multi-

step problems and to break them down into individual steps.

A. Difficulty with Basic Concepts

B. Challenges with Computation
C. Difficulty with Multi-Step Problems
D. Mathematics Disability

5. It is a visual tool used to help students better understand and comprehend the
material they are learning.

A. Self-Regulated Learning
B. Skills Practice
C. Visual Representation

6. It is a learning strategy that involves the student taking an active role in their
own learning.

A. Skills Practice
B. Self-Regulated Learning
C. Visual Representation
7. It is a method of learning that involves repeated practice and application of the
skills being learned.

A. Self-Regulated Learning
B. Visual Representation
C. Skills Practice

8-10. What are the 3 challenges Faced by Students with Mathematics Disability
in Developing Arithmetic Skills

11-15. What are the Developmental stages for students with learning disability.

V. Answer Key
Pre-test:
1. C.
2. B.
3. B.
4. C.
5. C.

Post-test:
1. A. 5. C.
2. B. 6 B..
3 B. 7. C.
4. C.

8. Difficulty with basic concepts

9. Challenges with computation
10. Difficulty with multi-step problems
11-15.
 Pre-number Skills Stage
 Counting Stage
 Basic Arithmetic Skills Stage
 Multiplication and Division Stage
  Word Problem Solving Stage
 Abstract Problem Solving Stage
 Advanced Mathematical Concepts Stage

VI. References

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Clarke, B., & Shinn, M. (2008). Best practices: Response to intervention (RTI) for
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Jordan, N. C., Glutting, J. P., & Peters, V. C. (2013). Learning disabilities and the
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