Supporting Students with Mathematical Difficulties Representing Whole Number Instantly name the number of objects within small collections Use the counting sequence of ones flexibly

[Virtual Presenter] Good morning everyone. Today we will focus on some strategies and evidence-based best practices to support kindergarten and year one students who are struggling with mathematics. We know that for these students to succeed we must understand their individualized learning and individual needs. That is why we must tailor our teaching methods and materials to each student's strengths weaknesses and needs. For example to represent whole numbers we can provide students with the opportunity to instantly name the number of objects within small collections and use the counting sequence of ones flexibly. In this professional development session we will explore all the strategies and best practices that will help our students succeed..

[Audio] Today we're going to talk about evidence-based practices we can apply to teaching our students the important skills of instantly naming the number of objects within small collections and how to use the counting sequence of ones flexibly. We'll discuss common misconceptions and how I can support you and your students. Lastly we'll look at some useful websites and research. Evidence based practice can lead to improved student learning improved professional practice and improved whole school effectiveness. So let's start by looking at what evidence-based practices we can use to help our students succeed..

[Audio] Discussing two important skills for early stage 1 maths development counting and subitising is important. Counting is essential for early maths development and for students to be able to count to 30 and identify the next number without restarting the count. Subitising is the ability to recognise the number of objects in a small up to four random collection without having to count them. Having an understanding of one-to-one correspondence the stable-order principle and the order-irrelevance principle is essential for the foundation of future maths progress and to be able to number with understanding not just going through the motions..

[Audio] When developing foundational skills in Representing Whole Number it is essential to be aware of some of the most frequent mistakes that can arise as a result of misunderstandings. Students might learn to count by rote but not realise that a number represents an object. In addition they might not perceive that the last number expressed continues the count and not grasp the term 'altogether' meaning that the last number when counting a group signifies the overall number in that count. For students to truly understand the concept of numbers and counting is necessary since it will form the basis for developing their number sense place values additive and multiplicative thinking..

[Audio] Subitising is an ability to instantly name the number of objects within small collections without counting. This skill is the foundation block for more complex counting and mathematics and it is estimated that students who fail to develop it can be up to six months behind in their learning. Therefore it is important for teachers to provide support so that students can successfully develop this skill. How can this be done?.

[Audio] It is essential to provide students with the skills and knowledge required to comprehend mathematics (Hughes & Dexter 2011). Explicit instruction is an evidence-based strategy which divides tasks into smaller parts for students while also emphasizing their understanding of mathematical concepts and their capability to perform. Another reliable strategy is Concrete Representational Abstract (C-R-A--) specifically designed for students who experience difficulty with mathematics to comprehend and gain a more comprehensive understanding of concepts. By connecting ideas to something concrete and then linking it to a model or representation of the concept students can create their own meaning. Differentiated Teaching is also a great way to assist students who find mathematics challenging. Differentiation should be used to meet the requirements of all students based on their individual learning level possibilities and preferences. Resources such as manipulatives computers math games worksheets and activities can be employed to support a differentiated way of teaching. These strategies and resources provide evidence-based approaches that can be used to aid all students including those with mathematics problems in a differentiated classroom. By employing these approaches teachers can guarantee that their students have the tools required to understand and succeed in mathematics..

[Audio] Explicit instruction is an evidence-based practice that can help students with mathematical difficulties quickly count the objects contained in small collections. It requires the teacher to provide clear and straightforward demonstrations regular chances to practice these skills with prompt feedback and group responses to check on their retention. For example teachers should model basic counting skills by counting out loud while touching or moving a counter provide regular practice throughout the lesson and use group responses to check on what has been learnt. These elements of explicit instruction create a powerful teaching experience that can be beneficial for students with mathematical difficulties..

[Audio] Concrete Representational Abstract (C-R-A--) is a comprehensive teaching technique tailored to students with mathematical difficulties. The approach is threefold involving the integration of concrete materials visual aids and mathematical symbols. This method helps students better comprehend mathematical concepts through physical interaction with the materials while visual aids support the transition between concrete and ideas. Mathematical symbols allow for a more thorough grasp of procedural knowledge. C-R-A has a strong evidence base and is effective in improving math achievement for students..

[Audio] We are going to look at some materials which can support counting and subitising such as Rekenrek 10 seconds frames Unifix cubes Counters Number strings Dot patterns Dice and Dominos. We'll look at how these materials can be used for one to one correspondence and subitising. We can use activities like 'Show me 8' to help children develop their understanding of number..

[Audio] Effective differentiated teaching is a key component of supporting our students with mathematical difficulties. As classroom teachers it is essential we adjust instructional variables such as examples sequencing and time allocation to cater to individual needs. Scaffolding techniques can also be used to support students as they learn new material. We can gradually withdraw these scaffolds as students demonstrate understanding. Worked examples of ‘think alouds’ can also be used to guide students when learning a new strategy. In addition supplementary teaching can be provided in smaller instructional groups to provide students with additional guidance. By following an R-T-I framework we can ensure students only receive extra instruction in specific content areas until they demonstrate mastery..

[Audio] I'd like to discuss how we as a team can collaborate in creating implications for the students having difficulty in mathematics. By working together we can bring our collective knowledge and experience to the table to gain a shared understanding of the students needing help. Professional development sessions like this provide us with a platform to share our classroom experience and have a hand in decision-making. This can also assist us in creating a unified language when talking about our students and their mathematics progress. We can further collaborate by analyzing universal screeners to diagnose students struggling in mathematics. This will give us a better idea of what works best in offering support and interventions. All our collective experience and knowledge can help build an efficient plan for the students who need it most..

[Audio] Provided in this slide are resources for teachers of kindergarten and year 1 mathematics. Interactive websites with games and activities as well as problem solving tasks are among the first two resources. Two research articles outlining the best strategies to support students with mathematics difficulties are included. Ochre Education offers lessons slides worksheets and follow-on teaching to provide an understanding of intervention strategies and evidence-based best practice for students with mathematical difficulties..

[Audio] A range of evidence-based strategies were discussed that can be used to support students with mathematical difficulties. The use of concrete representational and activities can benefit many students particularly those who struggle with understanding concepts such as number sense problem-solving and fractions. Adaptive tasks and differentiated instruction are effective and manageable strategies that can be used within the classroom. Each student's individual needs must be taken into consideration and evidence-based strategies and resources can be tailored to support their learning. After today's session it is hoped that an individualised approach can be successfully implemented for students. Thanks for your time. DOI: 10.1007/s13398-013-0-1-0-4--6.