Section 3 Supporting Children: E) Mathematics and Numeracy

Section 3 Supporting Children: E) Mathematics and Numeracy

General Advice, Multi-Sensory Learning General Advice. Maths is a sequential subject knowledge of prior work is essential to make progress. Therefore, provide a good foundation with opportunities for: Pre-tutoring by peers or TAs; advance organisers for upcoming work. Over-learning. Make the activities pertinent, but fun! Use concrete materials as much as possible. Think about the variety, pace and challenge of lessons: less is sometimes more for pupils experiencing difficulties. Multi-Sensory Learning. Consider visual, motor and auditory strategies throughout your teaching. Individualise key concepts for struggling pupils; use their preferred learning style (tapes, card games, speech). Use 3-D props if available (start a collection of useful objects, boxes and learning materials). Let the pupil continue to use concrete apparatus for as long as necessary (beads, Multilink, Unifix, Cuisenaire rods, Numicon, number lines, number squares etc). Try visual cues and mnemonics. 1

Examples of Mnemonics, Forming Numerals Examples of Mnemonics. A litre o water s a pint and threequarters! Sir Cumference always runs around the Round Table! 12 15 12 is less than 15 The more or less than crocodile always eats the biggest number! Forming Numerals. Teach numeral formation and highlight the distinctions using starting dots and arrows. Teach the formation in groups (anti-clock wise numbers: 0, 6, 8, 9 etc). Use multi-sensory approaches such as: Tracing with a pen or finger. Encouraging the pupil to say it as they write. Highlighting differences with highlighter pens or colours. Tactile reinforcement using sandpaper, felt or even forming numerals from plasticine. Ensure models are visible. 2

Multiplication Tables Multiplication Tables. Teach methods for learning the tables: allow use of finger tables (to support memory). Use multi-sensory mnemonics: I ate, I ate, I was sick on the floor 8 X 8 = 64 2005 Kate Saunders 1 2 3 4 12 = 3 X 4 2005 Kate Saunders When learning times tables, work with the pupil little and often. Begin with, 2X, 3X, 5X, 10X Highlight similarities between 2X and 4X, 3X and 6X etc, Use a 10X10 square to colour in multiples and look for patterns. 3

Multiplication Tables, Visual Confusions Emphasise the patterns in numbers (e.g. the final digits in multiplication tables). The 2X table ends in: 2, 4, 6, 8, 0 The 5X table ends in: 5, 0, 5, 0 Exploit the commutative nature of maths to reduce work: i.e. 3 X 4 = 4 X 3 Encourage the pupil to build on the tables they know to work out tables they do not know. E.g. 27 X 3 = (27 X 2) + (27 X 1) = 54 + 27 = 81 If poor knowledge of multiplication facts bars a pupil from the lesson, consider use of aids to get over this obstacle. Visual Confusions. All maths symbols look alike! 6 or 9 + or x - or Position symbols around the room and distinguish between them (+, -, X, ). Make snap or match the pair games to help pupils take note of the differences. Since some maths textbooks can be visually busy : consider masking distracting images using card or paper. 4

Memory, Sequencing Memory. Spread out memory work, little and often. Revise facts frequently. Make work stimulating and meaningful, hence memorable. Use flow charts on the board to outline processes. Verbally reinforce the steps involved: use songs, games and rhymes to highlight procedures (be creative, even silly!). The Rounding Rap 0, 1, 2, 3 and 4 They round down, down to the floor 5, 6, 7, 8, 9 They round up, up that s fine! Marie Sefton, Holy Rood Junior School, 2009. Use memory cues like facial expressions and hand gestures. If a clogged working memory is preventing learning, think of ways around it. Give short, simple instructions and ask the pupil to repeat them back. Sequencing. Difficulties may arise with counting and seeing patterns in number sequences. Use concrete materials. Play games that emphasise the sequential nature of numbers (using number cards, board games etc). Use base ten blocks or coins to support the transfer of a learned sequence 90, 80, 70, to a modified sequence 92, 82, 72 5

Sequencing, Directionality Highlight patterns visually using number squares or counters. Write out the steps of a calculation on card (where appropriate). Present sequences as: 0.7, 0.8,,, 1.1 instead of 0.7, 0.8,, Support through transitions: 198, 199, 200, 201 or 998, 999, 1000, 1001. Directionality. Use squared paper to aid setting out and lining up of work. Paper with large squares is invaluable for some pupils. Be wary of the inherent directionality within maths problems. What is 34 more than 12? 12 + 34 Take 12 away from 34? 34-12 Use flow charts or diagrams to show the method. Arrows written on the pupil s workbook may help. 6

Language Issues, Time Language Issues. Maths involves a lot of vocabulary, some of which has very particular meanings in the context of a number problem. Introduce terms gradually with plenty of opportunities for over-learning. Begin a glossary of key words. Collate and display related vocabulary on posters around the room. Add Add together Total Sum Plus More than Take away Subtract Difference Minus Less than Be mindful of problematic phrasing: What is 4 more than 12? What is 15 from 30? What is 4 into 16? Share 16 between 2 Use visual methods for support. Time. Different forms of presentation can cause confusion: Ten past seven becomes 7.10 (a sequencing difficulty). Ten to nine becomes 08.50 (neither the 10 nor the 9 are present). Encourage pupils to move a clock s hands to reinforce the language used. 7