Math
Programs
Saxon
Math
A highly structured, provides information in small increments, and
systematically distributes instruction, practice and assessment.
Program ranges from Kindergarten to Grade 12.
Saxon Publishers
Harcourt Achieve
Customer Service, 5th Floor
6277 Sea Harbor Drive
Orlando, FL 32887
1-800-284-7019
The
Landmark Method of Teaching Arithmetic
A practical method for teaching
word problems and fundamental math operations. Compensatory
strategies for
language syntax deficits, poor automatatization skills, low digit
spans, inaccurate
estimation and sequencing overload.
Landmark
Outreach
P. O. Box 227, Prides
Crossing, MA 10965
978-927-4440 x2116
The
On Cloud
Nine™
Math: A Visualizing/Verbalizing Math Program
A concept and numeral imagery are integrated with language and
applied
to math computation and problem solving. There is emphasis on both
mathematical
reasoning and mathematical computation.
Semple Math
A basic skill mathematics
program. A unique mnemonic teaching strategies. The student will
learn mnemonics to
help acquire arithmetic facts and understanding of place value.
It
can
help the student remember times tables, and all math concepts and
operations.
Stevenson Learning Skills, Inc.
8 Commonwealth Avenue
Attleboro Falls, MA 2763-1014
1-800-343-1211
Touch
Math
TouchMath is a multi-sensory, paper-and-pencil approach to
computation. TouchMath’s method of touching and counting on numerals to
generate number facts is effective with all three major learning types:
tactile, as well as auditory and visual. Students develop a basic
understanding of numbers and mathematics concepts as they touch and
count aloud on these points in a consistent pattern. In TouchMath
addition, students count forward. In subtraction, they count backward.
In multiplication and division, they count in sequences. For grades K-4.
Math Insight
According to one of our parent recommended Math evaluators,
Mahesh
Sharma,
director/founder
The Center for Teaching and Learning Mathematics, Wellesley Hills, MA
80% of people learn quantitatively (procedurally),
15% learn qualitatively (by recognizing patterns),
2.5% learn both ways, and
2.5% have a true math disorder.
Students with Visual-Spatial Disorders (i.e. NVLD) fall into the15%
category that learn qualitatively (by recognizing patterns),
and
schools tend to teach to the 80% of people learn quantitatively
(procedurally).
Article: Components of Effective
Mathematics Instruction
Louise
Spear-Swerling,
October 2005
"Scientific investigators interested in learning disabilities have
identified several patterns that may be found in youngsters with math
disabilities. Some of these children have difficulties that revolve
primarily around automatic recall of
facts, coupled with good
conceptual abilities in mathematics; this pattern characterizes some
children with reading disabilities. Another common pattern involves
difficulties with computational
algorithms; yet a third pattern
involves visual-spatial difficulties,
such as difficulty lining up
columns or with learning spatial
aspects of math, such as geometry.
Although effective general education instruction can help to prevent
low math achievement in many children, some youngsters with genuine
math disabilities will require more intensive, long-term instruction in
order to be successful."
What are Math Metacognitive strategies?
Articles
about math-related learning disabilities, from LD On-line website
Math computer software program
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This webpages was created
on September 20, 2005, it was originally part of our Ed Methods webpage
that combine reading, writing, and math specialized programs on one
webpage created on September 10, 2002.
Webpage last modified on March 31, 2019 - V9, by Melody Orfei
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| mel3sons@gmail.com
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