I’m new to the math disability. Been through the trenches with reading, spelling and written expression, but the oldest’s strength is math.
Now we have the youngest, 2nd grade who has been struggling since kindergarten. Again the school wanted to do the “wait and see.” He seems to be a bit better at reading although it is still far below average ability. But, in math, he just does not get it. Not even the basic concepts of adding and subtracting. He is totally lost and I don’t know how to help him.
He does best when he has objects to count (beans) to do his math sheet. But when he has a sheet of 50 problems for homework (basic addition or subtraction facts) it takes us forever. He is not even making the connection that the problems at the top are just reverse of ones at the top.
We just finished the testing (pyscho-educational) and are waiting on the report for the eligibility meeting. I am sure he will qualify for reading and math.
When we meet, what should I be asking about math disability in general? What program should I request that they use? What are some good options? I’ve had to fight the Reading Recovery in the past, what DON’T I want for math?
I don’t have the WISC and WIATs yet, but recent Stanford 9 is very bleak:
SCORES=(Scaled score / National PR / Stanine)
TOTAL MATH (490 / 5 / 2)
Problem solving (535 / 22 / 3)
Procedures (410 / 1 / 1)
Any advice much appreciated.
Re: new to math disability
Thanks, actually that’s my next step, just doing our own thing with the manipulatives. We already had to do it for spelling. After each Wed. pre-test, any words missed had to be written ten times. Depite our review, he would miss on average of 6 to 7 words a week (so 70 words). This is absolute torture. And Mondays and Tuesdays they would write them 5 times each in class. I would think that she would catch on that this is not an effective method for him.
Is there anything that you used other than good ol’ repetition to help it sink in?
Re: new to math disability
Read the literature LD Online has available on math LD. This should fill you in.
Re: new to math disability
How about creating a memory game? I did this with my son’s sight words and it seemed to help. I also got the Peggy Kaye books, games for reading, games for math, and games for learning. You could easily adapt the games to fit where you son is right now!
My son does poorly with the repetition, it is there one second and gone the next. I try to do it a few different ways in the hopes that one will stick, and it usaually does.
K.
Re:spelling
Learning words or any information out of context has no meaning for my daughter. She had the traditional spelling homework—write the word 5 times, make up a sentence with the word, and frankly, she could never do it without tears, it never improved her spelling and so I just dropped it. After three kids and 11 years of school experience, I have no problem bringing up homework as an iep issue and adapting what I know will work with my child. She is currently in 8th grade, a moderately good speller, but it all comes from reading extensively, and not spelling tests. She had a teacher who taught grammar the same way—just learn the concepts, never apply them. I told the teacher it was like teaching skiing sitting in a bar—you can know everything about that turn, but you won’t be able to do it at the top of the mountain.
I believe in setting times to work on difficult material—work hard for 20 minutes and you are done—this lets my child know she will not be there all night. School is too much already without a long torturous night without relaxation and personal time.
Re: new to math disability
Lulu,
Try using Touch Math with your son. If you are not familiar with this method it is simple to use and all the only prerequiste knowledge for using it is being able to count. Each number has a corresponding “dot” in which the child touches each dot once. For example, the number 1 has one dot on it and the child would touch it once. A number 2 would have 2 dots on it and would be touched twice, etc…. thus allowing your son to add or subtract the problems with relative ease. It is a very easy method to learn and will give your son the independence in adding and subtracting that he will need. For more information refer to the website:
www.touchmath.com
The materials are inexpensive and something that you might recommend to your child’s teacher. It has been very helpful with my students when I taught elementary school and eventually my school adopted it as a strategy for the regular education classes as well. Good luck!!
Laurie
Visualization works for math and spelling.
Both have improved greatly for my son. He can now write a letter and spell most of the words correctly. He can spell things backwards and forwards because he can see the words in his head. Before he could spell words for the test but then would forget the very same words when he wrote.
His math facts are sticking better too.
First, even though you are going through the process, I would talk to the teacher about homework, and agree that you will work on math skills at home for a set time. No child should work 50 problems a night in math—even in high school, my kids haven’t had to do this. I would concentrate on something that use manipulatives.—maybe use legos, or pokemon cards or cookies or something he is interested in. And just work on those two concepts, adding to the pile and taking away the pile. My kids can all divide in thirds real fast, because there are three kids in the family and all treats had to be shared!!