Looking into Classrooms

I observed a 5^th grade mathematics inclusive classroom that housed five students with disabilities. One student with Orthopedic Impairment (OI) and Specific Learning Disability (SLD), two with SLD, and two with Attention Deficit/Hyperactivity Disorder (ADHD) were members of this class. The teacher had the common challenge of reaching each student at their instructional level. Some of the students, including those without diagnosed learning disabilities, had motivation and behavioral challenges in addition to academic challenges.

The instructional approaches that were used in this classroom were partly aligned with evidence-based research for teaching mathematics. The teacher began instruction after a short review of the previous day’s concept given in the form of problems on the board.  Before beginning the lesson, manipulatives were distributed and a few problems were solved using a step-by-step process. The lesson began with the teacher having volunteers solve new problems on the board. A class discussion was conducted meanwhile, in which they worked through the problems and discussed any misconceptions. The teacher encouraged feedback and had students assist with the incorrectly completed problems. Practice items from the text were then assigned and the students were encouraged to use their manipulatives to try to determine what the variables represented. As the students began to work and throughout the session, the teacher worked with groups of students who demonstrated specific concept knowledge difficulties.  As the session end approached, the teacher reviewed the steps taught to solve the problems. The students were supported in checking their work and to correct their mistakes along the way.

The National Dissemination Center for Children with Disabilities (NICHCY), 2008 has analyzed several research studies and reported the methods of instruction found to be effective in teaching math concepts to students with disabilities. They reported that guiding students through a well-defined sequence of instruction from which they receive systematic, explicit instruction is the most effective instructional strategy. In addition, students need to be taught to manage their own learning after being given specific prompting. Students must also be given opportunities for peer tutoring and the use of manipulative or graphic representations of the concepts being taught.

The National Council of Teachers of Mathematics (NCTM), 2012 documents six principles for the instruction of mathematics. They include having high expectations for all learners, a coherent curriculum, use of prior knowledge and need to guide individualized instruction, building on known concepts, using assessment to drive instruction, and the use of technology for enhancing student learning. The teacher that I observed delivered instruction in a somewhat effective manner according to the experts. She included manipulatives and independent monitoring in her instructional procedures. She also included classroom communication about the math concepts. Additional attention could have been given to the details of the instructional sequence. The specific recommendations for the teacher would be to begin her lessons with instruction or review of the strategies, steps, mnemonics, or graphics that will be used in the step-by-step processes to solve the problems. In addition, instruction to support students in self-checking along the way would be recommended (Coyne, Kame’enui, and Carnine, 2011). A connection to previously learned concepts should also be included after teaching the lesson (NCTM, 2012).

The main challenging in working with math teachers to adapt new practices may be to convince them of the worth of the practice. If it is not valued, it may not be practiced consistently. Having a short and brief representation of the results of research may convince more teachers to buy into the changes recommended.

Coyne, M., Kame’enui, E., and Carnine, D. (2011). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson Education, Inc.

National Council of Teachers of Mathematics (n.d.). Executive summary: principles and standards for school mathematics. Retrieved from http://www.nctm.org/uploadedfiles/math_standards/12752_exec_pssm.pdf

Steedly, K., Dragoo, K., Arafeh, S., and Luke, S. (2008). Effective mathematics instruction. Evidence for Education 3(1). Retrieved from http://nichcy.org/research/ee/math