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Effective Math Teaching for Special Needs

There are three classroom settings for teaching mentally challenged students mathematics. The first involves mixing mentally challenged students with those with general learning disabilities, which is only slightly effective. The second places a mentally challenged student in a normal classroom with a guide, but this hinders academic growth. The third and most effective setting is a self-contained classroom with other students of similar abilities, where a specially trained teacher can better address their needs.

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Juliet Macaraeg Añes
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105 views1 page

Effective Math Teaching for Special Needs

There are three classroom settings for teaching mentally challenged students mathematics. The first involves mixing mentally challenged students with those with general learning disabilities, which is only slightly effective. The second places a mentally challenged student in a normal classroom with a guide, but this hinders academic growth. The third and most effective setting is a self-contained classroom with other students of similar abilities, where a specially trained teacher can better address their needs.

Uploaded by

Juliet Macaraeg Añes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Methods of Teaching Mathematics

By:

Diana L. Cube
Teacher III
Sawat Elementary School
Urbiztondo, Pangasinan

Teaching mathematics challenged pupils mentally because this can be a tough and
difficult task. There are numerous methods that teachers use to teach these children, yet some
are much more effective than others. There are different classroom situations that facilitate
pupils with mental handicaps to learn more efficiently and others which hinder learning. Guided
learning is when the teacher goes through a step by step process of solving problems.

Self-initiated learning is when the pupils try to reach conclusions based on previous
knowledge. The Master Program and concrete representational to abstract styles of learning are
two ways of teaching mentally challenged children. Certain methods of teaching mathematics to
mentally challenged pupils are more effective than others. These procedures can also be
applied to other areas of learning.

There are three various types of classroom settings in which mentally tested pupils are
taught. The first classroom setting is one in which the mentally challenged pupils are mixed with
those pupils who have general learning disabilities. This is a resource type atmosphere, where
some of the pupils may also participate in a normal classroom for a part of the day. The
resource room, half-time placement in special education with the balance of the day in general
education classes (Patton 82). This type of classroom is slightly effective in teaching the pupils,
though not completely. While they use more specific ways of teaching mentally challenged
pupils than in a normal classroom, these methods are often aimed towards pupils with mild
learning disabilities. The techniques that will work for those with learning inabilities are not
necessarily effective in teaching those that are developmentally delayed.

The second classroom setting is one in which the mentally challenged pupil is in a
normal classroom but guided by an aid. Although this setting allows the pupil to develop their
social skills, it does hinder his/her academic growth. The simple placement based concept of
inclusion individuals are not simply placed in general education classes but also provided
appropriate supports in those settings (Patton 85). The pupil often becomes distracted by the
tasks of the other pupils, and the aid will have difficulties keeping the pupils’ concentration.

The third and a most effective setting are in a self-contained classroom. In this type of
classroom, the pupil is in an environment where the other pupils have similar types of
disabilities. Separate classes have remained the placement of choice for many schools in their
efforts to address the needs of pupils with mental retardation (Patton 85). Also, because the
teacher is well trained to educate pupils with delayed development, this increases the child
chance of getting a good education. Though there are three types of classrooms, the self-
contained classroom is most effective in strengthening pupils learning.

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