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Math: When the going gets tough, the tough get the silverware??!
"Mom, I don't understand this math homework."
"Ok. Grab the silverware, and I'll be right there."
—Sound funny? Maybe, but using silverware to explain math can work when nothing else does.
Let me explain. When students are struggling to understand math concepts, whether it's long division,
simple addition, or the dreaded fractions, using real objects can help the confusion clear.
This simple principle used by parents can also be used in the classroom. Here's why it works.
When a student is using real objects to learn math, many more of the 5 senses are brought into play.
The student touches the objects, hears them, sees them, and can do all of this as she counts them and
physically re-groups them to solve the math problem. Activating all of these senses at once helps the
brain to process information better, leading to better absorption. In addition, real objects allow
the student to learn the math concept apart from the symbols we use to represent it, simplifying the
process for students who struggle with the symbols of math.
When we activate several of the 5 senses as we learn, our brains "wake up" and we are more apt to
process the information more efficiently. This is great for all students, but especially for students
with special needs, who may process information less efficiently or differently from their peers.
Any object can be used to do math, but I give special brownie points to objects that are interesting
to touch or look at or make nice sounds as they touch. Those manipulative sets that come with the math
book are nice, but how much more fun to do math with glow in the dark objects in a darkened room! Or
what about using gooey Halloween eyeballs or sparkly, bristly metallic pom poms? The different
textures and sights not only make it fun, but also wake up the processors in the brain because of
their novelty.
For students who struggle with the symbols used in math, separating the symbols from the math processes
can help the student to learn. For example, when a student first sees a division problem represented
by fraction, instead of the "divided by" symbol, the student may be struggling with the symbol that is
used more than the math process involved. Doing the math without the symbol, then adding the symbol back
into the problem, may help to clear the confusion. Throughout math, students encounter these symbol
changes: horizontal math sentences to vertical addition and subtraction, 3 different symbols for
division, the sudden introduction of letters(x) into algebra or scientific formulas. (E=mc2) At all of
these symbol changes, students can benefit from going back and doing the work with objects to cement
in their minds that the process is the same, even though the symbols have changed.
When using objects, the student will lay out and solve the problem with the objects and as much adult
explanations as necessary, and then write the answer as normal. Objects are used until the student
can do the work without any adult support. At that point, the student tries to solve a problem
without the objects, talking himself through the process as needed.
By doing math this way, students can grasp the math they struggle with, and eventually transition
back to "math without silverware". Even students with significant disabilities can feel the success
of understanding math, by using objects to support their learning
ABOUT THIS COLUMN
SERCH is excited to bring you a new monthly column that focuses on children with disabilities and the
math/science curriculum. Children are all different; children with disabilities may have learning
differences that require a re-thinking of the usual methods of teaching science and math. But children
with disabilities can grow up to get higher education and hold jobs in science in science and math fields.
This column is dedicated to the proposition that success in science and math is possible, and is dedicated to
making that success possible by helping parents and school staff learn about the many ways to achieve learning
for students with disabilities.
This column is written by Robin Hurd, who is a mother of 4 boys, ages 13, 11 and 8 year old twins. The
combination of disabilities at her house includes non-verbal physical impairments, sensory issues, Autistic
spectrum disorder, Tourettes syndrome, auditory processing disorder, anxiety disorder as well as talented and
gifted. In spite of this list, Robin, David and the boys enjoy life and learning to the fullest! Robin serves
as parent support liaison for the AAC Institute, a non-profit organization supporting people who communicate
using alternatives to speech. She writes a monthly column for parents at the AAC Institute, moderates a
parents' on-line group, and is available for support to individual parents. If you would like to contact
Robin about this column, you may e-mail her at
parents@aacinstitute.org.
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