Teaching the ‘Unteachable:’ Tips and Tricks to Best Support and Teach At Risk Students with a Mathematical Learning Disability

Teachers first need to assess these students' initial understanding of material (Berninger & Wolf, 2016; Zorfass, Brann, & PowerUp What Works, 2014b; Mierzwik, 2013; Snow, Barley, & Mid-Continent Research for Education and Learning, 2005)

• It's necessary to identify students' strengths and needs in the beginning of the year so you know how to best instruct and assist them (Zorfass, Brann, & PowerUp What Works, 2014b)

  • Consider using a K-W-L chart or a self-assessment to clearly test students' initial knowledge informally

Teachers must be explicit with their directions and give concrete examples for abstract concepts (Berch & Mazzocco, 2007; Zorfass, Gray, & PowerUp What Works, 2015a; Beach, 2013; Mierzwik, 2013)

Thoroughly explain the teacher's process that was used, why the teacher was able to do it, and have several specific examples of how to solve the problem

• Do NOT skip steps or assume students know terms or understand topics

Teachers must try various combinations of strategies to benefit as many students as possible (Snow, Barley, & Mid-Continent Research for Education and Learning, 2005)

Focus on vocabulary and topics (Berninger & Wolf, 2016; Witzel, Ferguson, & Brown, 2007; The Access Center, 2006; Mierzwik, 2013)

• Repetition and review of terms, concepts, and skills are important

  • Word walls, glossaries, toolkits, or classroom math dictionaries

  • Weekly quizzes would consist of everything the class has learned so far that year to keep the topics fresh in students' minds

    • Grade these quizzes on a curve so students are penalized for forgetting the material

  • Mnemonic devices like keywords, pegwords, acronyms, and acrostics

Use visual aids (Zorfass, Gray, & PowerUp What Works, 2014; Zorfass, Gray, & PowerUp What Works, 2015a; Mierzwik, 2013)

• Process charts, pictures, diagrams, expressions, equations, posters, and hands-on manipulations

"Thinking aloud" has been shown to work for at risk students with a MLD (Zorfass, Gray, & PowerUp What Works, 2015a; Mierzwik, 2013)

Individualize and adapt material whenever possible (Berninger & Wolf, 2016; Zorfass, Brann, & PowerUp What Works, 2014b; Beach, 2013; Mierzwik, 2013; Snow, Barley, & Mid-Continent Research for Education and Learning, 2005)

• Being organized helps with this because it is easy to see or find various worksheets or lessons that would best benefit the child

• Having predictable routines allows teachers to create more involvement, an environment that aids in concentration, and helps students with their individual projects.

• BE POSITIVE

• Have an inclusive learning environment

• Tailor math instruction to each learner's developmental and individual differences

  • Have students create their own models and projects to allow students to have some control of their education and how they learn the lessons

Utilize group and/or partner work (Zorfass, Brann, & PowerUp What Works, 2014a; Beach, 2013; Mierzwik, 2013; Snow, Barley, & Mid-Continent Research for Education and Learning, 2005)

• Strategically make groups/ partnerships so they are mixed-ability groups rather than like-ability groups because the students can use each other's strengths to help each other

  • Like-ability groups tend to isolate those who are lower-achievers from the rest of the class

  • When like-ability groups are necessary due to having a class full of low-achieving students, teachers can try to individualize the material for each group and try to teach to each students abilities

Teachers should also try to relate the material to something students can connect with (Berninger & Wolf, 2016; Beach, 2013; Mierzwik 2013; Snow, Barley, & Mid-Continent Research for Education and Learning, 2005; Reading Rockets, 2011) 

• Tie new material into student's prior knowledge

  • Makes the information more applicable and relevant to students' lives

  • Shows students why they should care about the material and how it can improve their lives

• Use similes, metaphors, and analogies in addition to providing context to each lesson

• Show students patterns to help them understand the process and the concept being taught

• BE CREATIVE

Technology, technology, technology!

• Anything that helps with notes such as dictation and speech recognition applications, speech synthesizers, scanners, text-to-speech programs, and SmartPens or other audio recording devices (Berninger & Wolf, 2016; Mierzwik, 2013)

• There are hundreds of websites that give students the opportunity to practice what is taught in class

• See the "Additional resources" tab for more information