The Paraeducators Role in Mathematics Instruction

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The Paraeducators Role in Mathematics Instruction

• Cecil R. Crouch III
• PA Training and Technical Assistance Network

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Email Your Questions to

• Para_at_pattan.k12.pa.us

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Technical Difficulties

• If you are having technical difficulties call
• 1-814-542-2501
• extension 133

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Local Policy

• Your local districts policies regarding
  paraeducator job descriptions, duties, and
  responsibilities provide the final word!

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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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Todays Agenda

• Types of Student Errors
• Identifying Student Errors Activity
• Helping With Basic Facts Errors
• Helping With Procedure Errors
• General Methods and Strategies
• Selecting Adaptations
• Adaptation Activity
• Closing

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Learner Outcomes

• The Learner Will
• 1. Identify the types of errors that a student
  makes
• 2. Review general mathematical strategies
• 3. Review mathematical adaptations
• 4. Select appropriate mathematical adaptations

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Types of Student Errors
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Types of Student ErrorsHelping Students Become
Better at Math

• Look for student mistakes
• Basic Fact Error
• Procedure Error
• Help student get better at missing skills
• Re-test

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Types of Student ErrorsBasic Fact Errors

• When the correct steps for solving the problem
  are used, but the answer is incorrect because of
  a basic fact error.

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Types of Student ErrorsProcedure Error

• When the student uses inappropriate procedures
  to solve the problem or skips a step

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Identifying Student Errors Activity
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Helping With Basic Facts Errors
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Helping With Basic Facts ErrorsHelping
Students Learn Basic Facts

• Recognize that more drill will not work.
• Inventory the known and the unknown facts for
  each student.
• Determine strengths and weaknesses.
• Build in success.

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Helping With Basic Facts ErrorsOne More
Than/Two More Than
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Helping With Basic Facts ErrorsDoubles
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Helping With Basic Facts ErrorsMake-Ten Facts
 
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Helping With Basic Facts ErrorsStrategies for
Subtraction Facts

• Think Addition
• Mostly used for sums of 10 or less
• Build Up Through 10
• Used when subtracted number is 8 or 9

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Helping With Basic Facts ErrorsStrategies for
Multiplication FactsDoublesFives FactsZeros
and OnesNifty Nines
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Helping With Basic Facts ErrorsStrategies for
Division Facts

• Think Multiplication
• Near Facts
• Divisions that do not come out evenly

Find the largest factor without going over the
target number 4 X 23, left
over 7 X 52, left over
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Helping with Procedure Errors
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Helping With Procedure ErrorsCommon Procedure
Errors Addition and Subtraction

• Carrying/Renaming Errors
• Sign Discrimination

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Helping With Procedure ErrorsCommon Procedure
Errors Multiplication

• Carrying/Renaming
• Not aligning the numbers in the answer
  appropriately.

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Helping With Procedure ErrorsCommon Procedure
Error Division

• The student does not know all of the steps

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General Methods and Strategies
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General Methods and StrategiesModeling Technique

• Example Jane had 6 jacks. She lost 2. How many
  jacks does Jane have left?
• Instructor demonstrates how to solve a problem
  while verbalizing the key words associated with
  each step
• Students perform the steps while verbalizing key
  words and while looking at the instructors model
• Students complete additional problems with the
  instructors model still available

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General Methods and StrategiesAllow Students
to Play Teacher

• This aids students in
• Learning the language of math
• Explaining their reasoning
• Connecting and integrating knowledge

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General Methods and StrategiesWhen Helping
Students Learn Basic Facts... Create real-world
problems for the students to apply the facts
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General Methods and StrategiesReading Strategies

• Color-Coded Problems
• Key Word Activities

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General Methods and StrategiesSTAR Method

• Search the word problem
• Translate the words into an equation in picture
  form
• Answer the problem
• Review the solution

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Selecting Adaptations
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Selecting AdaptationsLook at Final Test/Rubric

• Scaffold
• Remediate

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Selecting AdaptationsTell Students the
Secret
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Selecting AdaptationsGeneral Adaptations

• Re-word directions on worksheets
• Terminology posters
• Give correct examples

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Adaptation Activity
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ClosingParaeducator Standards of Practice

• Standard 4Instructional Strategies
• 4K1 Basic and remedial strategies and materials
• 4S1 Use strategies, equipment, materials, and
  technologies, as directed, to accomplish
  instructional objectives
• 4S2 Assist in adapting instructional strategies
  and materials as directed
• 4S4 Use strategies that promote the learners
  independence as directed
• Standard 7Instructional Planning
• 7S2 Prepare and organize materials to support
  teaching and learning as directed

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ClosingParaeducator Standards of Practice

• Standard 8 Assessment
• 8K1 Rationale for assessment
• 8S1 Demonstrate basic collection techniques as
  directed
• 8S2 Make and document objective observations as
  directed
• Standard 9 Professional and Ethical Practice
• 9S3 Demonstrate problem solving, flexible
  thinking, conflict management techniques, and
  analysis of personal strengths and preferences
• 9S5 Demonstrate commitment to assisting learners
  in achieving their highest potential

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ClosingParaeducator Standards of Practice

• Standard 9 Professional and Ethical Practice
• 9S9 Demonstrate proficiency in academic skills,
  including oral and written communication
• 9S10 Engage in activities to increase ones own
  knowledge and skills
• Standard 10 Collaboration
• 10S1 Assist in collecting and providing
  objective, accurate information to professionals

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ClosingResources

• Ball, D.L. (2003). Mathematics in the 21st
  century What mathematical knowledge is needed
  for teaching mathematics? Secretarys Summit on
  Mathematics, U.S. Department of Education.
• Bley, N.S. Thornton, C.A. (2001). Teaching
  mathematics to students with learning
  disabilities (4th ed.). Pro-ed Austin, TX.
• Calhoon, M.B. Fuchs, L.S. (2003). The effects
  of peer-assisted learning strategies and
  curriculum-based measurement on the mathematics
  performance of secondary students with
  disabilities. Remedial Special Education,24(4).
• Carpenter, T.P., Franke, M.L., and Levi, L.
  (2003). Thinking mathematically Integrating
  arithmetic algebra in elementary school.
  Heinemann Portsmout, NH.
• Chard, D. (2004). Effective math instruction for
  students with learning disabilities How the
  research informs us PaTTAN Videoconference.
• Crawford, D.B. (2004). I just dont get math
  Adapting modern math curriculum for diverse
  learners. Summer Math Institute PaTTAN.
• Driscoll, M. (1996). Fostering algebraic
  thinking A guide for teachers grades 6-10.
  Heinemann Portsmouth, NH.
• Fleischner, J.E. Manheimer, M.A. (1997). Math
  interventions for students with learning
  disabilities Myths and realities. School
  Psychology Review,26(3).

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ClosingResources

• Gagnon, J.C. Maccini, P. (2001). Preparing
  students with disabilities for algebra. Council
  for Exceptional Children,34(1).
• Garnett, K. (1998). Math learning disabilities.
  Division for Learning Disabilities Journal of
  CEC, Nov.
• Geary, D.C. (2003). Mathematical disabilities
  What we know and dont know. ldonline.org.
• Gersten, R. Chard, D. (1999). Number sense
  Rethinking arithmetic instruction for students
  with mathematical disabilities. The Journal of
  Special Education,44.
• Hasselbring, T.S. (2004). The importance of
  mathematical fluency A focus on assessment and
  intervention. Summer Math Institute PaTTAN.
• Jarrett, D. (1999). Mathematics and science
  instruction for students with learning
  disabilities Its just good teaching.
  Mathematics and Science Education Center
  Northwest Regional Education Laboratory, March.
• Jitendra, A. (2004). What research says about
  math instruction for students with learning
  disabilities. Summer Math Institute PaTTAN.
• Leinwand, S. (2000). Sensible mathematics A
  guide for school leaders. Heinemann Portsmouth,
  NH.
• Lock, R.H. (1996). Adapting mathematics
  instruction in the general education classroom
  for students with mathematics disabilities.
  Council for Learning Disabilities, Winter.

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ClosingResources

• Mercer, C.D. Miller, S.P. (2003).
  Multiplication facts 0-81 (4th ed.). Edge
  Enterprises, Inc. Lawrence, KS.
• Mercer, C.D. Miller, S.P. (2003). Subtraction
  facts 10-18. Edge Enterprises, Inc. Lawrence,
  KS.
• Miller, S.P. Mercer, C.D. (1997). Educational
  aspects of mathematics disabilities. Journal of
  Learning Disabilities,30(1).
• Montague, M. van Garderen, D. (2003). A
  cross-sectional study of mathematics achievement,
  estimation skills, and academic self-perception
  in students of varying ability. Journal of
  Learning Disabilities,36(5).
• Pierangelo, R. Giuliani, G.A. (2002).
  Assessment in special education A practical
  approach. Allyn and Bacon Boston.
• Van de Walle, J.A. (2004). Elementary and middle
  school mathematics Teaching developmentally (5th
  ed.). Pearson Education, Inc. NY.

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Good Luck!