Group items tagged

Some adaptive-learning software, which tailors lessons and exercises to individual student progress, also uses visual representation to demonstrate relationships.

online drawing programs that allow students and instructors to draw and manipulate shapes and graphs—like the Geometer’s Sketchpad, made by Emeryville, Calif.-based Key Curriculum Press, or the independently run GeoGebra, which has established dozens of institutes across the globe—immediately give users a sense of the relationships that govern geometry, algebra, and even calculus.

While software from Bellevue, Wash.-based DreamBox Learning also uses visual approaches, it differs from MIND’s software because it lets students in grades K-3 choose their own visual representations. After completing a problem one way, students will often be prompted to solve the same problem by choosing a different visualization to reinforce the concept.

its ability to import data from thrice-yearly Washington state standardized testing.

content services like Learn360, from Woodbury, N.Y.-based AIM Education Inc., offer the ability to combine resources into playlists of media set specifically for the needs of individual students, to help give some of that multidimensional understanding of content.

Math learning disabilities are often caused by visual-spatial-motor disorganization.

Math learning strategies described above are adaptable for all students with learning disabilities in mathematics. These math activities are also effective with special needs students who are also functioning at the appropriate grade level.

Using structured, concrete, and hands-on materials is important in tying these links between concepts. This strategy not only applies to elementary grades, it is also vital during concept development stages of higher-level math.

When these problems are accompanied by a need for strong conceptual grasp of mathematical and spatial relations, it is imperative that students are not focusing only on remediating computation.

Math learning disabilities are often caused by visual-spatial-motor disorganization.

experience a weak understanding or lack a comprehension of conceptshave very poor number sense skillsexperience difficulty with pictorial representationshave poorly controlled handwritingexperience confusion with arrangements of numerals and signs on textbook/workbook pages

Math teaching strategies include avoiding the use of pictures or graphics for conveying concepts, constructing verbal versions of math ideas, and using concrete materials in math activities.

math activities designed to assist teachers in reaching students with visual learning disabilities through use of a direct and explicit instruction using a challenging math teaching strategy, along with use of manipulatives.