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Introduction

How can I use this document to support students having difficulties with Mathematics?

The purpose of the Mathematics K–6 Support Document for Students with Special Education Needs is to provide additional programming support and teaching strategies that reflect current research, to teachers of students who are experiencing difficulties in acquiring knowledge, skills and understanding in Mathematics. The document supports teachers in the planning, programming, assessment and implementation of learning experiences that will enable all students to demonstrate achievement in relation to the outcomes and content of the Mathematics K–10 Syllabus.

Assessment, planning, programming, implementation and evaluation are integral to effective teaching and learning in Mathematics and involve consideration of the individual learning needs of students and the creation of an appropriate learning environment for the achievement of the syllabus outcomes.

The syllabus recognises that students learn at different rates and in different ways, so that students within a Year group may need to access outcomes and content at different Stages on the continuum.

Students experience difficulties in Mathematics for a variety of reasons. These difficulties vary in cause, nature, intensity and duration. Students may experience some of the following difficulties in Mathematics: 2small graphic of stack of books

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Students exhibit a range of abilities and needs as they study Mathematics. The Board’s Mathematics Stage Statements and the Mathematics K–10 continuum of key ideas can assist teachers to identify the starting point for instruction for the students in their classes.

For students to develop and maintain their knowledge, skills and understanding in Mathematics, careful sequencing of teaching and learning experiences that are matched to each phase of learning (acquisition, fluency, maintenance and generalisation) is required.

The syllabus strands are used as organisers of outcomes and content to assist teachers with planning, programming, assessment and reporting. In each of the strands particular aspects of students’ mathematical learning are developed. Working Mathematically is central in the Mathematics K–10 Syllabus and is embedded into the content of the other strands.

While the syllabus strands are interrelated, a student experiencing difficulty in one strand might not be experiencing difficulty in the other strands. Learning opportunities in a strand should be provided at the stage level that the student is working at in that particular strand.

References

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2. Chard, DJ, Thinking, Doing and Talking Mathematically: Planning Instruction for Diverse Learners, powerpoint presentation, downloadable from www.aub.edu.lb.

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The target audience for this content is: Parents,Students,Teachers,Principals,