CHAPTER 11 - MATH
Discussion Questions
1. How do processing problems affect math skills? What do children who have LD-related math problems do/look like?
Number concepts (Classification, Ordering, 1-1 correspond, Conservation) | Basic operations (Identifying operation, Number facts, Following algorithm, Place value) | Language of math | Algebraic concepts Proportion, Equation Proof | |
Attention | ||||
Perception | ||||
Memory | ||||
Language | ||||
Thinking | ||||
Motor |
Copying, Transcribing | Practical Applications | Problem Solving | Mental math, Estimation | Computer skills | |
Attention | |||||
Perception | |||||
Memory | |||||
Language | |||||
Thinking | |||||
Motor |
2. What sources of information can we use to assess math? Describe each briefly.
3. A comprehensive assessment of math should include measurement of a developmentally appropriate sequence of skills. What knowledge and skills should be assessed at the preschool level?
4. A comprehensive assessment of math should include measurement of a developmentally appropriate sequence of skills. What knowledge and skills should be assessed at the elementary level?
5. A comprehensive assessment of math should include measurement of a developmentally appropriate sequence of skills. What additional knowledge and skills should be assessed at the middle school level?
6. A comprehensive assessment of math should include measurement of a developmentally appropriate sequence of skills. What additional knowledge and skills should be assessed at the high school level?