Math in Special Education Essay

This paper will demonstrate the pre-service teachers’ understanding of mathematical practices as part of the Common Core State Standards in Mathematics. It will address two specific standards for Mathematical Practices, describing the essence of both and providing a description of how teachers facilitate these practices and how students are engaged in the practices.

It is crucial to develop in children the ability to tackle problems with initiative and confidence…mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2).

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

Dr. Stiff has been active in many professional organizations throughout the years. (The Benjamin Banneker Association, NCTM, AERA, PME-NA etc.) Dr. Stiff is most recognized as being the NCTM President from 2000-2002. An important goal of his presidency was to provide clear leadership pursuant to the values espoused by ''Principles and Standards for School Mathematics.'' In his first presidential message, he insisted that NCTM leads the way to achieving ''More and Better Math'' for all students (Stiff, 2000). To help improve the educational experience of the students he recommended better trainings and incentives for all math teachers helping them to teach and

The most important conclusion from this editorial is knowing that mathematics is changing/will change over time. With that being said, reading this article and becoming familiar with the thirteen rules that expire, gives a teacher the opportunity to break out of the “norm” by teaching children by using tips, tricks, and strategies. This article allows teachers to understand that the concepts being taught need to be sustainable for years so they will not fall under this category of “expiration”. The commentary, “13 Rules That Expire” has many strengthens in the points

At New Bern High School, Charlie Bernthal, a freshman, sits in a class room instructed by Common Core standards. It will take one of Charlie’s teachers six minutes to demonstrate the various methods to complete a simple multiplication problem, such as 63 x 24. Students are taught to use arrays, lattice, partial product methods, and eventually the traditional U.S. customary method. The Common Core standards happen to be a big discussion point during this year’s election. People have many strong opinions when it comes to the Common Core State Standards, but researchers and institutions express reasons why teachers and schools should not use Common Core to instruct America’s youth. Schools and teachers should not teach by Common Core standards because these standards are detrimental to our children.

By “reviewing literature on professional development standards, observing professional development sessions, and comparing observations to professional development standards”, the author concluded that the majority of the teachers observed, participated in activities that aligned with the National Council of Teachers of Mathematics (NCTM) standards. Weaknesses noted by Hill (2004), included infrequent opportunities for teachers to reflect, practice, and return for feedback. The teachers also lack the opportunity for professional developers to model effective or relevant teaching strategies. Hill (2004) concluded that if effective professional development was to be the outcome, then higher ranking educational professionals and policy makers should designed activities that measured specific outcomes, such as “teachers’ growth in content knowledge for teaching mathematics, knowledge of students’ mathematical learning, or their use of certain instructional or assessment practices.” Hill (2004) also recommended that policymakers redesign standards to focus more on content rather than

The purpose of schooling is to help our special education students to be functional and independent in the real world. I want them to learn how to deal with real life situations and to be able to understand and adapt to the changes it may bring. For example, being an autism teacher of high school students, my philosophy is different than of an autism teacher of elementary students. The most important thing of concern for the older students is to make sure they are as independent as possible and teach them some type of job skill to help them acquire a pay check to help with their care. I also help them have an

students eyes to a world of mathematics that they never before could have even began to

A Year in the Life of an Elementary School: One School's Experiences in Meeting New Mathematics Standards

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s students need to understand how mathematics works and how to utilize mathematics skills in the best way possible.

This case study addresses issues associated with change management via a needs analysis in an effort to identify and implement new instructional approaches to improve a middle school math course in a K-12 setting.

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.

Current nationwide examination outcomes offer continuing paperwork of the should enhance the concentrate on enhancing student accomplishment in mathematics. The National Evaluation of Educational Development (NAEP) just recently launched the 2005 mathematics ratings which mirrored student accomplishment in the locations of dimension, geometry, information analysis, likelihood and algebra. Country wide, just 30 % of 8th graders were considered competent. Although mirroring a boost from previous evaluations, just 69 % of the 8th graders country wide showed a standard abilities level on the NAEP evaluation (Olson, 2005).