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1. Mathematics
2. Mathematics K–6 Support Document for Students with Special Education Needs
3. Document index

Document index

• Introduction

• Assessment
  • What evidence of learning is required?
  • How will this evidence of learning be gathered?
  • Is there sufficient evidence that students have made progress as a result of these experiences?
  • Criteria for assessment
  • Adjustments to assessment  
  • Observation
  • Interviews
  • Error analysis

• Planning

• Programming (Figure 1)
• Selection of outcomes (Figure 2)
• What content, learning experiences and instruction will allow students to demonstrate these outcomes?

• Implementation
  • Procedures
    • Review
    • Explanations
    • Practice
    • Feedback
  • Strategies
    • Specific mathematical learning
      • Big ideas
    • Phases of learning
    • Specific areas of difficulty
      • Memory difficulties
      • Conceptual difficulties
      • Difficulties with langugage
      • Insufficient background knowledge and skills
      • Difficulties in the application of strategies
  • Resources
  • Adjustments   
  • Organisation of students

• Evaluation

• Case studies
  Each case study includes:
  • Determining the starting point for instruction
  • Selection of outcomes and content
  • Teaching strategies for the learning experiences and assessment opportunities
  • Learning experiences and assessment opportunities
  • Feedback
  • Evidence of learning
  • Evaluating

  Some case studies include collaborative curriculum planning and/or scaffolds, as indicated below:

• Case study 1  
• Case study 2
• Case study 3 (collaborative curriculum planning)
• Case study 4 (collaborative curriculum planning/scaffolds)
• Case study 5 (collaborative curriculum planning/scaffolds)
• Case study 6 (scaffold of instructional steps)
• Case study 7 (collaborative curriculum planning)
• Case study 8 (collaborative curriculum planning)

• References

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