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?