It covers a wide perspective of possibilities on how to work with different kind of students, mainly with students with learning differences, although also takes a small section of working with gifted students, which are, kind of, the two ends of the students spectrum a teacher can find in the classroom. And all is focused on math teaching.
Although, I am not sure about the validity of this previous statement -that is completely mine, about the ends of the spectrum. But the article talks about different types of student with special needs (can we say that?), and then gives some advice and, in some cases, more specific examples of how to work and help these students.
The article starts with some statements of a certain student that is critic and is still frustrated with the type of mathematics education he received. He is now a freshman in college, and he is 21 y.o.
The article goes on how these days, "the emphasis in mathematics instruction should be on problem solving and activity-based learning... The goal is to increase the emphasis on teaching students to solve problems effectively".
Under the aspect of Difficult in Learning Mathematics, it mentions that, according to Kosc (1981), there are four kind of factors that influence the mathematics ability of all students:
a. Cognitive factors
b. Educational factors
c. Personality factors, and
d. Neuropsychological patterns.
The reading also mentions that "for many students mathematics are heritable".
And talking about problems associated with non verbal math abilities, considers these other factors:
- Social immaturity
- Disorientation
- Deficit in visual, motor, and self-help skills
- Problems estimating distance and time.
One of the main statements of the article refers that "students can display poor math performance for several reasons", and states that "the one that can be most readily corrected is the inadequate instruction in mathematics that many students receive".
Then the reading goes on with extensive recommendations on how to improve ones teaching: assessments, setting expectations, peer tutoring, being a model in math, curriculum based measurement, 'student goal setting and self-monitoring', varied practice, motivation, using games and manipulatives, teaching to estimate, familiar subject matter, etc., focusing especially in how to incorporate, reach and help the success of students with special needs.
And as I said at the beginning, it is inspirational, and at the same time a little overwhelming.
Thank you.
