AT for Math

AT for Math

In modern times, computer use and Internet resources seem to be the answer.  Countless apps for Math instruction are available at our fingertips!  Below are some guidelines and prompts to consider when implementing AT for Math instruction.

Key Questions that Should be Considered when Selecting Educational Applications to Meet Students’ Goals and Objectives

• What is the goal or purpose of the application or computer use?
• Is it meant to strengthen math skills in problem solving or is it meant to build speed and accuracy with basic math facts?
• Does the application match the content of focus and purpose for its use - therefore meeting the student’s needs?
• Is feedback or explanations of answers available to the student and/or teacher to teach-upon again?
• Can the student’s individual needs be met through basic operations like sound volume, modified levels, speed and reaction time and image display?

Educational Applications Used to Address Automaticity/Math Fact Fluency

FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology) serves as a math intervention program for students to attain math fact fluency.  The components of students’ command of basic facts measured by their response time is the function of the device.  I like how from there, customized activities are set for the student based on the results.  Additionally, reports are generated for teachers to monitor and record appropriately.

Technology Tools Used to Address Visual-Spatial or Motor-Control Difficulties

MathPad (Cambium Learning) is a talking math worksheet program for students to compute whole number arithmetic problems via the computer screen with their finger acting as the pencil!  There are alternatives of functions like the mouse clicking and scanning for students with fine motor difficulties or severe disabilities.

MathPad Plus (Cambium Learning) extends all of the features of the original program with the addition of fraction and decimal instruction/practice.  The visual representations of manipulatives for students who may not be able to physically interact with them is effective through this program.

Virtual Pencil (VP) Arithmetic and Virtual Pencil (VP) Algebra assist students who are “pencil impaired” and face difficulty operating a pencil effectively.

Educational Applications Used to Teach Math Concepts, Skills & Problem Solving

Virtual Manipulatives support the development of math concepts for students in Grades K-12 and can be found at a number of websites

Math Playground is another great resource that provides free online games in the Math areas of Word Problems and Logic Puzzles.  A significant benefit from the Word Problem section is that the student can check their work after each step and they receive feedback for further understanding.

Conceptua Math is a resource for fraction instruction and practice.  Visual models are linked with spoken text for students who are struggling readers.  This website is assisting to teachers to implement in whole class instruction and individual formative assessments can be tracked when the students practice independently.

Low-tech and Mid-tech Adaptations for Students with Disabilities in Completing Math Tasks

     

Low-tech	Mid-tech
manipulatives fraction rubber stamps manipulative number line laminated addition & multiplication tables special rulers with multiple transparent overlays	calculators with oversized buttons talking calculators See ‘n’ Solve calculators “coin abacus” calculator “coin-u-later” calculator

Reference:

Newton, Deborah A., and Jerry G. Petroff. "Chapter 5 - Computers and the Internet to Teach Math." Assistive Technology in the Classroom Enhancing the School Experiences of Students with Disabilities. By Amy G. Dell. 2nd ed. N.p.: Pearson, 2012. 117-38. Print.