Describe some of the challenges students encounter who struggle with math. Share instructional strategies or techniques that you incorporate in the classroom to meet their needs.
Most special needs students do not have the basic knowledge of the basic math facts to be successful. Instructional time is used to reinforce, or reteach basic math skills at the expense of learning new skills as required by the standardized testing system.
I have found that students often have an attitude that they just can't do math. They lack confidence in their abilities. In addition, many students lack the basics that they need to complete higher level problems.
Some strategies that I have tried include using bell-ringers to help review the basics needed for a certain lesson. Also, gradually building on each unit and allowing students to have success with below grade level problems helps to build their confidence.
Often students have an attitude that they cannot do math for a variety of reasons. Sometimes it is due to lack of basic skills. To help students I use bell ringers to help them improve their math skills. Also I will publicly praise students when they do a good job. This usually helps students.
Often times, special needs students lack the necessary basic skills, as well as confidence, to be successful in math class. We as educators, tend to look at the big picture, without remembering to deliver the information in smaller, managable bits, relating this to previous knowledge.
lack of organization skills is one challenge, and unable to notice the pattern when to be able to generalize the skills learned is the biggest challenge not just for special education students but also for many students in math class.
I feel that alot of students have a fear of math- that they will not be successful so they are afraid to try. I had a student that I tutored who had test anxiety. I tried to make activities fun to keep his intrest as well as a lot of praise to help build his self-esteem, so he would have the confidence to try.
The challenges students encounter who struggle with math are many. The students say that they can't do math. This problem can be addressed by using an assortment of stratigies - bell ringers , graphic organizers, manipulitives,peer 2peer sharing, real life skills or problems that are in real life.
The largest problem I have noticed with students is they believe they are not good at math and it is not important to learn. In order to try dealing with this, I work to explain material in a language students understand, as well as, encourage and give points to those who try. I believe even if a student does not understand a subject; if they try they begin to build understanding which leads to the understanding of the concept being taught. I also try to provide real world examples where the students can see the material is revelant to their lives.
One thing I have noticed in many students is the lack of study skills they possess, often due to lack of support at home or social issues, etc. Many students are not interested in the subject at all, even apathetic and/or don't know how to focus or be self-disciplined but are trainable. Many students are also unprepared with basic math knowledge that very may well be attainable but has not been nurtured or practiced in the younger years of education. I have seen many students pushed through without confidence and aquired knowledge and the gap continues to grow where they loose total interest in math and actually believe they are incapable when really they do have the ability to learn but haven't. They never catch up but need some relearning, repetition, repetiton,... It is in these instances a teacher is invaluable in helping a student by setting the stage to success and not push through, creating a lifelong belief of the student labeling himself as, "I am not good in math." I believe there are a lot of cases such as this. Go over it again and let them blossom.
The biggest problem I find with my students is vocabulary. Not only the math terms but the English itself. It is difficult to use another language (sign language) with many unfamiliar terms. In my classroom I have voc. cards and list that I try to match with pictures, diagrams, models, etc. Often a math term does not have a sign language equivalent.
A lot of the diffculities students have with math stems from their attitudes. Many of them think that they are just not good at math and even though that is not the case they decide that they don't have to try. Others do have actual diffculties with the subject and because they have been unsuccessful so many times they think that no matter how hard they try they are never going to understand. What's the point in trying if you aren't going to get it no matter what you? To help combat this I try to find ways to make all students successful even if it is something small. I even celebrate with them a little bit because I get excited when they do well. If they know what it feels like to have success they are more likely try even if they are struggling with the topic.
Students often struggle with remembering exactly how to solve certain problems when it comes time to be assessed independently. This could stem from a legitimate memory issue, attention difficulties, and/or simply lack of confidence. One of the strategies discussed in class today about having the students write down what they know before taking a test is excellent. It seems so much better than having open notes tests like I have done.
As for confidence, you can build this in students by showing them the big picture (i.e. the billions in place value) even though this may be overwhelming at first. Start with the small stuff (i.e. ones, tens, etc.) and then build them up. Eventually, they will get to their goal. If you and the students are successful, they (and you) will hopefully feel less overwhelmed the next time something challenging is introduced.
Often, when giving major exams, I'll allow students to bring a "cheat sheet" of notes to use on the test. Sometimes, it's just as important to know where to find information as it is to remember it.
One difficulty my students face is their parents lack the skills themselves to help with homework. The parents feel inadequate about their math ability and these negative feelings get passed to their children.
This problem is difficult to overcome since we can't go back in time to reteach the parents. The previous math series I used included an online tutorial. I advised parents to access it. Those that did had positive comments. The tutorial could also be used by students needing a review or by students absent when the lesson was taught.
I believe the problem to be two fold. There is the student issues and teacher strategy issues. Students often lack basic knowledge, study skills, note taking skills, and are challenged with organization of the material. Teachers sometimes fall short or run out of ideas to address the student issues.....which is why workshops like this are so benefical. One thing that I have noticed is that sometimes the CSO's and texts do not follow a logical order. They can tend to jump around and when this happens, students don't see how things are connected. What I have tried to do is organize the material in such a what that students see things sequentially. For example; multiplying and factoring binomials are often taught separately and often the connection is missed. When I teach multiplying binomials, I am pointing out patterns and special cases....getting them prepared for the factoring. I also teach why we multiply and why we factor and show all the important information we get about a quadratic. This way they see the whole picture. It is not broken apart and separated. I guess what I am appempting to say is I tried to teach all the bits and pieces in such a way that they students can see and make connection.
Some of the challenges that my students have encountered are low reading levels which hamper word problems, the difficulty remembering basic facts for addition/multiplication, and remembering the concept from day to day, I have had some students in my math classes that start math over each and every day. It seems like what was there yesterday is gone today. Some of the ways that I cope with these challenges are read the word problem aloud to the student or have a math buddy do this for him or her. Sometimes, the reading will hamper the student's performance on this type of problem. Once it is read to them, they can take it from here. I want to see their mathematical skills, not their reading skills in this particular instance. For the students who have memory issues, I allow them to use a multiplication table or touch math to help with the basic facts. I still need some help concerning the students who come into my classroom each day like it's their first time in there. When you meet with their parents for a conference, they say pretty much the same thing. We worked on that skill or concept on Tuesday. By Wednesday evening, we were starting over again. Another challenge that I face with some students is the lack of desire or motivation to learn. My Dad dropped out of school when he was 16 and he's doing fine. I don't need this stuff. Some students you can motivate with incentives or even words of encouragement. Some students can be motivated if you make it real for them. Help them to see how they will use it or how it can or will apply to them personally.
A serious problem for many students is their inability to read or comprehend what they read. Students may know how to do something but not know when to do it because a connection between the written word and the "when, how, why, what for" of the mechanics does not exist. As one beneficial approach, I read directions aloud and then ask, "What does that mean?" Students then explain and repeat around the room until everyone agrees that we can go on.
I feel that a major challenge facing students who struggle in math is time. I believe that a teacher can teach any student if they are given the right amount of time to spend with the student individally and to understand how that student learns. Usually in class you have 25 to 30 students who are all at different levels and have different learning styles. I am not sure there is a solution to not having enough time but one of the stragies that I use is pair students to work together. So if I can not get around to all the students, they will have someone that understands thing a little better to work with until I can help. I also tutor before and after school. The more one on one time a teacher can get with a student who stuggles the better chance they have of suceeding.
I agree with your blog wholeheartedly. Wonderful as technology is, it will never replace a caring, enthusiastic teacher. We, as educators, must continue to focus on what is of primary importance, which, of course, is our students.
WVU1994 I also do that with my students in Algebra I. It really seems to build their confidence which leads to success in other math courses. For student future use it is important to know where to get help when they don't remember how to completely do a problem.
I agree with you about students not being able to read the material. Sometimes, teachers expect their students to read over examples to help them understand the material. Unfortunately, if their reading level does not allow them to correctly read the material, they become frustrated before even attempting the problems. I try to read directions aloud and then model several problems to make sure the students understand.
Reply to Ruth - I agree that a major problem is time. My classes are much smaller than yours but I also have a hard time getting to each student with their needs. Pairing them together is a good idea. I like making the students more responsible for their own learning. Contracts would be something new for me to try.
I would have to agree that larger class sizes can be a hinderance. Many students need the individual attention and time prohibits that. I have also used peer tutoring in my class and have found it to be a great strategy. It builds confidence and I have found that sometime just a change in how the material is presented can make a huge difference. I have even taken ideas from my students to help other classes and I also make sure that proper credit is given. It's a win - win!
I noticed the same problem: many parents told me that they wanted to help their childen with math homework, but often times they themselves do not even know the concept not to say to assist with homework. I believe the key to sucessful completion of homework is to understand that the purpose of doing homework is to review what is learned in class not for learning new concept
Reply to Ruth: I totally agree with your challenge for time. Some students need that time with their teacher because the parents can't help or won't help. I really like the idea of a peer worker. Some of my students get very frustrated when I don't get to them in just a few minutes. The buddy worker could possibly alleviate this problem.
Reply to Marsha: I agree totally. Student only want to remember thing for the test and then forget about it for the next day. I am sure that it is not always their ability. Sometimes it is their attitude and lack of motivation. I do think that using the data drop of sheet for students to use for test or allowing them to use note that they have taken themselves are to way to encourage the students to have accountability for their learning.
I agree with the comment about parents not being able to help their own children because they may have difficulties understanding math themselves. They also may have a negative attitude towards math themselves, and this may get passed on to their children.
Another comment that I have gotten from parents is that they didn't learn math the way we are teaching it. As some others have posted a lot students forget how to complete their homework by the time they get ready to work on it. Even if the parents are willing to help it is hard for them because they don't understand what the teacher wants. Unfortunately, sometimes the textbook isn't that helpful in that department.
As Amber Hayhurst said, lack or inability of parent involvement is commonly an issue with students' homework help and reinforcement of material/concepts covered in school. Last year on "Math Night" at our school, one station parents and children visited together was a teacher demonstrating and teaching the parents how to do the same math their children were doing. It was like a light went on! The parents understood and were so pleased. Now they could help their own children! Sadly though, how often are parents and teachers alike available to attend and assist in such a setting? The willingness and time to help and/or learn is always an issue.
Most special needs students do not have the basic knowledge of the basic math facts to be successful. Instructional time is used to reinforce, or reteach basic math skills at the expense of learning new skills as required by the standardized testing system.
ReplyDeleteI have found that students often have an attitude that they just can't do math. They lack confidence in their abilities. In addition, many students lack the basics that they need to complete higher level problems.
ReplyDeleteSome strategies that I have tried include using bell-ringers to help review the basics needed for a certain lesson. Also, gradually building on each unit and allowing students to have success with below grade level problems helps to build their confidence.
Often students have an attitude that they cannot do math for a variety of reasons. Sometimes it is due to lack of basic skills.
ReplyDeleteTo help students I use bell ringers to help them improve their math skills. Also I will publicly praise students when they do a good job. This usually helps students.
Often times, special needs students lack the necessary basic skills, as well as confidence, to be successful in math class. We as educators, tend to look at the big picture, without remembering to deliver the information in smaller, managable bits, relating this to previous knowledge.
ReplyDeletelack of organization skills is one challenge, and unable to notice the pattern when to be able to generalize the skills learned is the biggest challenge not just for special education students but also for many students in math class.
ReplyDeleteI feel that alot of students have a fear of math- that they will not be successful so they are afraid to try. I had a student that I tutored who had test anxiety. I tried to make activities fun to keep his intrest as well as a lot of praise to help build his self-esteem, so he would have the confidence to try.
ReplyDeleteThe challenges students encounter who struggle with math are many. The students say that they can't do math. This problem can be addressed by using an assortment of stratigies - bell ringers , graphic organizers, manipulitives,peer 2peer sharing, real life skills or problems that are in real life.
ReplyDeleteThe largest problem I have noticed with students is they believe they are not good at math and it is not important to learn. In order to try dealing with this, I work to explain material in a language students understand, as well as, encourage and give points to those who try. I believe even if a student does not understand a subject; if they try they begin to build understanding which leads to the understanding of the concept being taught. I also try to provide real world examples where the students can see the material is revelant to their lives.
ReplyDeleteOne thing I have noticed in many students is the lack of study skills they possess, often due to lack of support at home or social issues, etc. Many students are not interested in the subject at all, even apathetic and/or don't know how to focus or be self-disciplined but are trainable. Many students are also unprepared with basic math knowledge that very may well be attainable but has not been nurtured or practiced in the younger years of education. I have seen many students pushed through without confidence and aquired knowledge and the gap continues to grow where they loose total interest in math and actually believe they are incapable when really they do have the ability to learn but haven't. They never catch up but need some relearning, repetition, repetiton,... It is in these instances a teacher is invaluable in helping a student by setting the stage to success and not push through, creating a lifelong belief of the student labeling himself as, "I am not good in math." I believe there are a lot of cases such as this. Go over it again and let them blossom.
ReplyDeleteThe biggest problem I find with my students is vocabulary. Not only the math terms but the English itself. It is difficult to use another language (sign language) with many unfamiliar terms. In my classroom I have voc. cards and list that I try to match with pictures, diagrams, models, etc. Often a math term does not have a sign language equivalent.
ReplyDeleteA lot of the diffculities students have with math stems from their attitudes. Many of them think that they are just not good at math and even though that is not the case they decide that they don't have to try. Others do have actual diffculties with the subject and because they have been unsuccessful so many times they think that no matter how hard they try they are never going to understand. What's the point in trying if you aren't going to get it no matter what you? To help combat this I try to find ways to make all students successful even if it is something small. I even celebrate with them a little bit because I get excited when they do well. If they know what it feels like to have success they are more likely try even if they are struggling with the topic.
ReplyDeleteStudents often struggle with remembering exactly how to solve certain problems when it comes time to be assessed independently. This could stem from a legitimate memory issue, attention difficulties, and/or simply lack of confidence. One of the strategies discussed in class today about having the students write down what they know before taking a test is excellent. It seems so much better than having open notes tests like I have done.
ReplyDeleteAs for confidence, you can build this in students by showing them the big picture (i.e. the billions in place value) even though this may be overwhelming at first. Start with the small stuff (i.e. ones, tens, etc.) and then build them up. Eventually, they will get to their goal. If you and the students are successful, they (and you) will hopefully feel less overwhelmed the next time something challenging is introduced.
Often, when giving major exams, I'll allow students to bring a "cheat sheet" of notes to use on the test. Sometimes, it's just as important to know where to find information as it is to remember it.
ReplyDeleteOne difficulty my students face is their parents lack the skills themselves to help with homework. The parents feel inadequate about their math ability and these negative feelings get passed to their children.
ReplyDeleteThis problem is difficult to overcome since we can't go back in time to reteach the parents. The previous math series I used included an online tutorial. I advised parents to access it. Those that did had positive comments. The tutorial could also be used by students needing a review or by students absent when the lesson was taught.
I believe the problem to be two fold. There is the student issues and teacher strategy issues. Students often lack basic knowledge, study skills, note taking skills, and are challenged with organization of the material. Teachers sometimes fall short or run out of ideas to address the student issues.....which is why workshops like this are so benefical.
ReplyDeleteOne thing that I have noticed is that sometimes the CSO's and texts do not follow a logical order. They can tend to jump around and when this happens, students don't see how things are connected. What I have tried to do is organize the material in such a what that students see things sequentially. For example; multiplying and factoring binomials are often taught separately and often the connection is missed. When I teach multiplying binomials, I am pointing out patterns and special cases....getting them prepared for the factoring. I also teach why we multiply and why we factor and show all the important information we get about a quadratic. This way they see the whole picture. It is not broken apart and separated. I guess what I am appempting to say is I tried to teach all the bits and pieces in such a way that they students can see and make connection.
Some of the challenges that my students have encountered are low reading levels which hamper word problems, the difficulty remembering basic facts for addition/multiplication, and remembering the concept from day to day, I have had some students in my math classes that start math over each and every day. It seems like what was there yesterday is gone today. Some of the ways that I cope with these challenges are read the word problem aloud to the student or have a math buddy do this for him or her. Sometimes, the reading will hamper the student's performance on this type of problem. Once it is read to them, they can take it from here. I want to see their mathematical skills, not their reading skills in this particular instance. For the students who have memory issues, I allow them to use a multiplication table or touch math to help with the basic facts. I still need some help concerning the students who come into my classroom each day like it's their first time in there. When you meet with their parents for a conference, they say pretty much the same thing. We worked on that skill or concept on Tuesday. By Wednesday evening, we were starting over again. Another challenge that I face with some students is the lack of desire or motivation to learn. My Dad dropped out of school when he was 16 and he's doing fine. I don't need this stuff. Some students you can motivate with incentives or even words of encouragement. Some students can be motivated if you make it real for them. Help them to see how they will use it or how it can or will apply to them personally.
ReplyDeleteA serious problem for many students is their inability to read or comprehend what they read. Students may know how to do something but not know when to do it because a connection between the written word and the "when, how, why, what for" of the mechanics does not exist. As one beneficial approach, I read directions aloud and then ask, "What does that mean?" Students then explain and repeat around the room until everyone agrees that we can go on.
ReplyDeleteI feel that a major challenge facing students who struggle in math is time. I believe that a teacher can teach any student if they are given the right amount of time to spend with the student individally and to understand how that student learns. Usually in class you have 25 to 30 students who are all at different levels and have different learning styles.
ReplyDeleteI am not sure there is a solution to not having enough time but one of the stragies that I use is pair students to work together. So if I can not get around to all the students, they will have someone that understands thing a little better to work with until I can help. I also tutor before and after school. The more one on one time a teacher can get with a student who stuggles the better chance they have of suceeding.
To: Lydia Maria Moreland
ReplyDeleteI agree with your blog wholeheartedly. Wonderful as technology is, it will never replace a caring, enthusiastic teacher. We, as educators, must continue to focus on what is of primary importance, which, of course, is our students.
WVU1994
ReplyDeleteI also do that with my students in Algebra I. It really seems to build their confidence which leads to success in other math courses. For student future use it is important to know where to get help when they don't remember how to completely do a problem.
Donna,
ReplyDeleteI agree with you about students not being able to read the material. Sometimes, teachers expect their students to read over examples to help them understand the material. Unfortunately, if their reading level does not allow them to correctly read the material, they become frustrated before even attempting the problems. I try to read directions aloud and then model several problems to make sure the students understand.
Reply to Ruth - I agree that a major problem is time. My classes are much smaller than yours but I also have a hard time getting to each student with their needs. Pairing them together is a good idea. I like making the students more responsible for their own learning. Contracts would be something new for me to try.
ReplyDeletemnemonics
ReplyDeleteThe only one that I know is PEMDAS. It would be nice to know some more.
Response to Ruth Sites:
ReplyDeleteI would have to agree that larger class sizes can be a hinderance. Many students need the individual attention and time prohibits that. I have also used peer tutoring in my class and have found it to be a great strategy. It builds confidence and I have found that sometime just a change in how the material is presented can make a huge difference. I have even taken ideas from my students to help other classes and I also make sure that proper credit is given. It's a win - win!
I noticed the same problem: many parents told me that they wanted to help their childen with math homework, but often times they themselves do not even know the concept not to say to assist with homework. I believe the key to sucessful completion of homework is to understand that the purpose of doing homework is to review what is learned in class not for learning new concept
ReplyDeleteReply to Ruth: I totally agree with your challenge for time. Some students need that time with their teacher because the parents can't help or won't help. I really like the idea of a peer worker. Some of my students get very frustrated when I don't get to them in just a few minutes. The buddy worker could possibly alleviate this problem.
ReplyDeleteReply to Marsha: I agree totally. Student only want to remember thing for the test and then forget about it for the next day. I am sure that it is not always their ability. Sometimes it is their attitude and lack of motivation. I do think that using the data drop of sheet for students to use for test or allowing them to use note that they have taken themselves are to way to encourage the students to have accountability for their learning.
ReplyDeleteI agree with the comment about parents not being able to help their own children because they may have difficulties understanding math themselves. They also may have a negative attitude towards math themselves, and this may get passed on to their children.
ReplyDeleteAnother comment that I have gotten from parents is that they didn't learn math the way we are teaching it. As some others have posted a lot students forget how to complete their homework by the time they get ready to work on it. Even if the parents are willing to help it is hard for them because they don't understand what the teacher wants. Unfortunately, sometimes the textbook isn't that helpful in that department.
ReplyDeleteAs Amber Hayhurst said, lack or inability of parent involvement is commonly an issue with students' homework help and reinforcement of material/concepts covered in school. Last year on "Math Night" at our school, one station parents and children visited together was a teacher demonstrating and teaching the parents how to do the same math their children were doing. It was like a light went on! The parents understood and were so pleased. Now they could help their own children! Sadly though, how often are parents and teachers alike available to attend and assist in such a setting? The willingness and time to help and/or learn is always an issue.
ReplyDelete