Review of Educational Application: Math Goodies

Last post I discussed the continuum of AT options available to support students in math. As I continued to read through chapter five in my textbook I came across a variety of educational resources that are available and very easy to use. However, my favorite resource that I discovered is called Mrs. Glosser's Math Goodies. This is definitely a resource that would help a student struggling with math improve. Check it out at the link below. http://www.mathgoodies.com/. 

Math Goodies is an amazing website. This is a free math help portal featuring interactive lessons, worksheets, and homework help. The website provides options available for teachers, parents, or students. Also, it is aligned to meet the common core standards, yay! Check out some key points about the website below.

• Free lessons, webquests, worksheets, and homework help. 
• Practice exercises for struggling students
• Challenging exercises for advanced students
• Provides articles, forums, glossary, and standards. 
• Fun reinforcement of math concepts- crossword puzzles and interactive games
• Webquests- provide real world connections to math
• Additionally, you can purchase the CD for unlimited access of everything the website has to offer.

Continuum of AT Options for Math Assignments

I have been blogging a lot tonight about Chapter 5 in my textbook which is all about computers and the internet to teach math. Last post focused on educational applications that can be used to teach math concepts, math skills, and problem solving. The purpose of this post is to discuss the continuum of assistive technology available for those struggling with mathematics. As I mentioned in previous posts, assistive technology exists on a continuum from low-tech to high-tech. You should always begin with the low-tech end, moving to mid-tech or high-tech solutions only if a student's needs remain unmet. I am going to share with you both low-tech and mid-tech adaptations that can assist students with disabilities in completing math assignments.

Low-Tech Options

Manipulative Number Line

• Manipulatives
• Rubber Stamps
• Manipulative Number Line
• Laminated Addition & Multiplication Tables
• Special Rulers

Mid-Tech Options

• Oversized Button Calculators
• Talking Calculators
• See 'n' Solve Calculators
• Coin Abacus
• Coin-u-lator

Currently I am working in a kindergarten classroom. Since it is the beginning of the year we have been doing a lot of number recognition and one-to-one correspondence. However, earlier in the week I introduced the number line. For some of my students this was simply an activity to figure out where the numbers should be in the correct order. Other students I challenged them to begin simple addition using the number line as support. The only number lines that I have previously seen are the paper ones and ones with beads. However, I love this idea of a clothespin number line. I think my students would really benefit and its super easy to make for additional practice or to place at a center! 

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 5) 2012. Second Edition. 

Math Concepts, Math Skills, and Problem Solving Educational Applications

My last blog post focused on educational applications for students that are struggling with visual-spatial or motor control difficulties. I had no idea about all of these wonderful supports and assistive technologies for students struggling in math before reading this chapter in the textbook. Next, in this post I am going to focus on educational applications that can be used to teach math concepts, math skills, and problem solving. In order for students to become effective problem solvers, they need to have conceptual understanding.

Check out these great educational applications to support students struggling with math concepts, math skills, and problem solving in the classroom.

• Virtual Manipulatives
• National Library of Virtual Manipulatives maintained by Utah State University
• http://nlvm.usu.edu/
• Users can navigate the site by category ( number and operations, algebra, geometry, etc.) 
• Illuminations
• Provides visual representations of concepts and interactive activities.
• Computing Technology for Math Excellence
• Provides explanatory information related to using virtual manipulatives. 

• Internet 4 Classrooms
• High-quality free internet resources to use in classroom instruction and to reinforce specific subject matter areas at home.

• Virtual Laboratories in Probability and Statistics
• Great resource for students studying advanced math.
• Provides text to help students understand basic theories.

• Math Playground
• Supports learning math concepts, skills, and problem solving.
• Free, online activities provided in different categories. (math games, word problems, and logic puzzles)

• Conceptua Math
• Focuses on fractions and offers a variety of tools for teachers to use to enhance their whole class instruction.
• Provides visual models that are accompanied by spoken text to facilitate independent use.
• Grades 2-7

• Destination Math
• Targets development of skills in math reasoning, conceptual understanding, and problem solving for students K-12. 
• Use of animation and audio output keeps students engaged. 
• Also has a full Spanish version to support ELL students!

During my student teaching experience last year I had a student in my third grade class that was struggling with math sense. He was fine with math automaticity and fluency. However, he had trouble with math concepts and problem solving. Additionally, he would have trouble recognizing why his answer did not make sense. I worked with him one-on-one throughout the year to help him better understand math concepts, therefore making less errors in his problem solving. I wish I knew about some of these great educational applications because I think he would have really benefitted from them. My favorite educational application that I learned about was destination math because it supports students with step-by-step instructions much like a teacher would. I also loved that there is now a full Spanish version to support ELL students who are becoming more and more popular in todays classrooms. 

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 5) 2012. Second Edition. 

Visual-Spatial / Motor Control Difficulties and Technology Tools

In my last post I discussed educational applications that teachers could use to support students struggling with automaticity and fluency in math. This post will focus on technology tools that can be used to support students with visual-spatial or motor control difficulties. Lets start with what visual-spatial and motor control difficulties are.

Students with disabilities may experience difficulty with writing numbers, aligning digits in computation problems, and creating visual representations usually due to fine motor control or visual spatial issues. Additionally, these students may not be able to understand and interpret their own written work.

So, what can we do to support these struggling students in the classroom. The textbook provides several educational applications that address visual-spatial and motor control difficulties.

• MathPad
• Talking math worksheet program that enables students to perform arithmetic computations with whole numbers on the computer in much the same way they would using pencil and paper. 
• Allows students with fine motor difficulties to demonstrate their skill simply by using the keyboard or clicking the mouse. 
• Provides speech output options for those with visual impairments.
• MathPad Plus
• Extends all of the features or MathPad to arithmetic computations with fractions and decimals.
• Provides several additional features to support student success.

• Virtual Pencil (VP) Arithmetic
• Designed for students who are unable to operate a pencil effectively.
• Allows students to access addition, subtraction, multiplication, and division with whole numbers, fractions, and decimals without using a pencil and paper.
• Offers a speech feedback option for those who cannot see the problem.
• Virtual Pencil (VP) Algebra
• Extends most of the features of VP Arithmetic so students with disabilities can solve algebraic equations.
• Speech feedback option for those who struggle with sight or reading.

• Number Navigator
• Simple math processor to enter and solve basic math problems on the computer.
• Colors, fonts, and font sizes are customizable.
• Free!

• Microsoft Word/ Microsoft Equation Editor
• Enables students who have difficulty with handwriting but have good mouse control to create simple or advanced equations in correct mathematical notation.
• Numerous symbols are provided and are entered via a mouse click.

• Scientific Notebook
• High-end application that is designed to solve equations. 
• Provides students who have disabilities the opportunity to participate in advanced math classes. 
• I think this is so great to have support for students with disabilities in advanced math classes. Just because someone has a disability does not mean that they cannot be successful in advanced classes with appropriate supports. 

• Meanders' Annotation
• Provides a solution to handwriting problems in geometry.
• This is an add-on tool that works in Microsoft Office. 
• Enables students to draw on diagrams, record legible markings, and plot lines. 

Check out this video below on MathPad.

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 5) 2012. Second Edition. 

Automaticity & Math Fluency Educational Applications

In my last post I discussed three key questions for teachers to consider when selecting educational applications to meet students' goals and objectives. This post I want to focus more specifically on what kinds of educational applications can be used to address automaticity and math fluency. Before getting started, I wanted to address the question what does automaticity and math fluency entail?

Automaticity refers to the fast, accurate, and effortless processing of content information. Automaticity is also referred to as math fact fluency. 

Students with disabilities often have difficulty reaching benchmarks in automaticity and math fluency because they need more instruction, practice, and reinforcement than their peers. Additionally they have difficulty remembering as many facts as their peers, fail to transfer the facts to long-term memory, and have difficulty retrieving those math facts quickly. So, how can we help? There are educational applications specifically designed to support automaticity and math fluency

• FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology)

• Assesses students' command of basic facts by measuring response time and then generates customized activities based on the results.
• Students progress through the customized series of activities to strengthen memorization of facts and eliminate the need to rely on counting strategies to solve problems. 

• Timez Attack
  
• Solely focuses on multiplication facts, teaching the 2 to 12 times tables.
• Engages students in a high-tech video game environment featuring high-quality graphics. 

• ArithmAttack
  
• Practice addition, subtraction, multiplication, division facts.
• Customized problem sets are easily generated by setting the highest and lowest numbers to use so students' practice can be targeted to their particular areas of need. 

• Arcademic Skill Builder

• Math games are designed to help develop automaticity in addition, subtraction, multiplication, division, integers, fractions, and ratios.
• Various speeds of the game- slow, normal, fast. 

My favorite part about these educational applications was that only a limited number of keys are required to control the games so they could easily become accessible to students who are unable to use the standard keyboard or mouse!

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 5) 2012. Second Edition. 

Key Questions When Selecting Educational Applications...

As I mentioned in my last post, my next posts will shift focuses from students with reading and writing disabilities. Rather, I will be discussing students with math disabilities. I am going to discuss the different assistive technology devices that are available for students struggling in math areas. Before we get started with that, the point of this post is to help teachers know what key questions to ask when they are selecting educational applications for their students to meet their goals and objectives. As a new teacher, this is something definitely something that I will want to keep in mind for the future. Teachers should employ a user-centered approach when selecting educational applications, matching them to the students' IEP goals to keep students on target with the curriculum. Teachers should also consider the following key questions...

• What is the intended outcome of the use of the educational application?
• For example, is it meant to strengthen math skills in problem solving or is it meant to build speed and accuracy with basic math facts?
• Is the educational applications likely to fulfill its stated purpose?
• For example, if the stated purpose of the activity is to build problem-solving skills, does it provide explanatory feedback needed to do so or simply assess whether or not problems are solved correctly?
• Can the educational applications be used as an alternative to traditional classroom activities to enhance students' participation?
• For example, will students learn as effectively using online manipulatives as they would using traditional manipulatives?

"Students interests must be considered. If the educational application matches students' interests, they will be more apt to dedicate their attention to it. When students find learning activities meaningful and interesting, including those that are computer-based, they spend more time on task and are more likely to meet learning objectives." 

- I think this is something essential to keep in mind whether teaching in regular education or special education. 

Amy G. Dell, Deborah A. Newton, Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. (Chapter 5) 2012. Second Edition. 

Assistive Technology & Math

After watching the webinar a few days ago on assistive technology and math I became more curious on the topic and I hope you did as well. If you have not read that post or visited the website, I suggest you do so! Math has always been one of my favorite subjects growing up and I absolutely love teaching it! However, I do sometimes run out of ideas on how to support struggling students. I also have no experience teaching math in special education. Therefore, my next few posts will focus specifically on assistive technology and math. Most of the research that I will be discussing will be taken from my textbook, another great resource. (Assistive Technology in the Classroom, Enhancing the School Experience of Students with Disabilities). 

What experience do you have teaching math in special education? 

Did you have any assistive technology incorporated?