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Teaching Everybody’s Children

Teaching Everybody’s Children. Why are Cognitive Strategies Important?.

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Teaching Everybody’s Children

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  1. Teaching Everybody’s Children Why are Cognitive Strategies Important?

  2. Research has found that cognitive strategy instruction works well. This type of instruction is explicit and highly structured and “… organized with appropriate cues and prompts built in, leading to mastery of new concepts skills, and applications and eventual automaticity of responses” (Montague, 2007).

  3. What are Cognitive Strategies? • For many students with mathematical learning disabilities the ability to employ cognitive strategies may not develop automatically. • Many students will need to be explicitly taught the various cognitive strategies through instructional approaches and modeling because students with mild disabilities may not develop effective strategies that have proven to be useful by researchers and educators. • A cognitive strategy is a theoretical perspective in which learning focuses on an individual’s approach to a task, including how a person thinks and acts when planning, executing and evaluating performance on a task and its outcomes (Deshler & Lenz, 1989).

  4. Responding to all learners Teachers need to understand how children learn mathematics (Ontario Ministry of Education 2005). As inclusion of students who have serious difficulties in math becomes more prevalent, knowing how to work with students’ problems is important to all classroom teachers. Since it is difficult to determine the pervasiveness of mathematical disabilities because of differing definitions and the overlap of diverse learning disabilities (Wadlington, 2008), the cognitive and learning characteristics of many students with exceptionalities offer challenges in developing mathematical competence.

  5. How do we teach cognitive strategies? The following steps have been developed by researchers at the University of Kansas (Ellis et al., 1991; Sturomski, 1997):

  6. Why do students with mild learning disabilities encounter difficulty with mathematics??? • Math is a language • Learning is cumulative • Memory and monitoring • processes influence • Mathematical learning

  7. Competent mathematical performance requires self-regulation. For instance, Self-Regulated Strategies have been found to be helpful in assisting students with mathematical learning disabilities gain conceptual mathematical understanding. According to research, “[s]tudents with mathematical learning disabilities characteristically display significant memory, attention and self-regulation problems, which seem to adversely affect their performance in reading and/or mathematics” (Montague, 2007). “Self-regulation enhances learning by helping students to take control of their actions and move towards independence as they learn” (Montague, 2007). Students learn to read, analyze, evaluate, and verify math problems using comprehension processes such as paraphrasing, visualization, and planning (Montague, 2007).

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