Module 2 Strand F2
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Module 2 Strand F2
Math Skills: Sequential Context and Instructional Systems
Early Math Skills
- generally developed in most children prior to public school entrance
- typically taught in pre-school & kindergarten
- pre-math objectives--> sorting, understanding numeration, understanding sequencing, identifying one-to-one relationships
Example: 1) use a word to say with each finger (numeration)
2) word with each new finger held up requires another word (1:1 relationship)
3) correct order for numeral names for each finger (sequencing)
- all math achievement rests on such fundamental skills
Why LD in math are missed
- nature of identification process
- age of child when identification is made
- age when early math skills taught/learned
Early Identification of problems/ Interventions for math readiness skills
- Bender p. 196 suggests an informal assessment process.
- develop own "probes of math skills" (Friend and Bursuck, 1996).
- primary teachers need to measure student identification of numbers, coins, geometric figures (Friend and Bursuck, p. 270)
- assessment can be done as a "See-Say Probe" using numbers and symbols
- math computation and math problem solving assessed using "See-Write Probes"
See-Write Probe: Math Computation
Time: 1 minute
Materials: Student- Response Sheet, two pencils
Examiner- Timer
Directions to Student:
"When I say ‘Please begin’ write answers to these math problems as quickly as you can. Go across the page [examiner demonstrates]. If you have trouble with a problem, try it, write something, and then move on . Do not erase. Ready? Please begin." After 1 minute elapses, say "Please stop. Put your pencils down. Thank you."
Scoring: Count number of correct digits (not
answers) written.
Example - 43 + 49 = 92
Score as three correct digits: answer has two correct digits (92) and number carried (regrouped) represents one correct digit. Digits correct is often used because it is more sensitive to changes in student performance.
(Resource: Friend and Bursuck, p. 274)
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Assignments