Supporting Special Education Teachers: Exploring Alternate Algorithm Strategies to Expand Student

Experiences with Mathematics

National Council of Supervisors of Mathematics (NCSM)

Atlanta, GA

Beth Schefelker, Math Teaching Specialist Melissa Hedges, 5th Grade Teacher, Milwaukee Public Schools Golda Meir, Milwaukee Public Schools

schefeba@milwaukee.k12.wi.us

Paul Buckholt, Sp. Ed. Teacher Julie Buckholt, 6-8 GradeTeacher

Fernwood Elementary, MPS Fernwood Elementary, MPS

www.uwm.mmp.eduBased upon the work supported by the National Science Foundation Grant No. HER-0314898

Solve This Problem Without Using A Traditional Algorithm

Four friends go on summer vacation together. They rent an RV and equally split the cost. If it cost $640.00 to rent the RV how much will each friend pay?

• Explain your strategy to your neighbor? • How do you know that your answer is right?• What knowledge about number did you need

to complete your strategy successfully?

Characteristics of a Proficient Math Student

Background on Milwaukee Public Schools

• 90,925 students

• 6055 Teachers

• 207 Schools

• 60% African American, 19% Hispanic, 14% White, 4% Asian, 3% Other

• 75% Free/Reduced Lunch• 17% Special Education

Alarming Data!Students with Disabilities

Percent of All Students Enrolled (K-12)Selected Years

12.9%

14.6%

16.6% 17.0%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

1995-96 2000-01 2005-06 2006-07

Percent Students with Disabilities

Difference Between Regular Education and Special Education Scores

Mathematics

Students WITH Disabilities Compared to Students WITHOUT Disabilities

Percentage Point DifferenceWKCE

Reading and MathGrades 4 - 8 - 10

2003-04 to 2005-06

26%29% 27%26%

19% 19%25% 26%

23%18%

27%

20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 4 Grade 8 Grade 10

Percentage Point Diff.

2002-03 2003-04 2004-05 2005-06

Session Goals

• To share a model of collaboration between special education teachers and regular education teachers.

• To share instructional strategies that help teachers to analyze and modify instruction for delay learners of mathematics.

A Starting Point…

• Developed a training designed for MTLs and Special Education teachers to attend together.

• Invited Special Education experts from district to share instructional strategies.

• Developed a mathematics content session based on Algebraic concepts.

Insights from Participants

• Special Education Teachers valued the opportunity to work with regular education colleagues from their school.

• Special Education Teachers valued the mathematics content they received from mathematicians and support staff at UWM.

Lessons Learned

Instructional strategies demonstrated by Special Education experts were

procedural and in conflict with the goals established

by the Comprehensive Mathematics Framework.

What is your “Go To” Strategy when students are struggling?

Survey Results:

• Manipulatives• Teacher modeling or

direct instruction• Drill and Practice• Peer Tutoring

What is a strategy you use to promote basic fact understanding?

Survey Results:

• Manipulatives• Memorization• Games• Jingles, Stories,Tricks

Big Ideas of Course Content Number and Computation Development:

Special Education Focus

• Ground understanding in the Four Basic Number Relationships (numbers 1-10)

• Focus on developing estimation skills.• Deepen conceptual understanding of place

value.• Developing awareness of context situations to

understand basic number concepts.

Activities to Develop Number Concepts

• Ten Frames

• 100’s charts

• Milk ring estimation activity

• Explore Cognitively Guided Instruction problem structures (+/-)

A look at student work…

• What are some of the mathematical ideas students are displaying?

• What challenges can you note in their work?

• As you look at this work what connections can you make to struggles students may be having in your district?

Next Steps in Our Journey

• Investigate how teachers use manipulatives.

• What % of the time are teachers using manipulatives vs time tests and games.

• Understand the benefits of examining student work for common conceptual misconceptions.

Thoughts and Reflections from Students

• “It was very frustrating. I was used to answering the question the way I was taught simple and to the point.

• “…it was a real challenge to think of other ways to solve and otherwise simple equation.”

• “I felt weird because I never thought of using other strategies.”

• “It felt super good!”