| "Supporting Diverse Learners: Teacher | | | | Council of Teachers of Mathematics." |
| Collaboration in an Inclusive Classroom," by Wendy | | | | We have students achieve success in reading and |
| S. Bray, copyrighted in 2005 by The National | | | | writing through individualized instruction, where |
| Council of Teachers of Mathematics, focuses on | | | | they learn at their own pace, so why don't we do |
| the need of collaboration between general | | | | this in math? I feel that the idea that this article |
| education teachers and special education teachers | | | | circles is a great one. To learn math students |
| to facilitate fair and successful learning for each | | | | need to participate in discovery learning. They |
| individual student. This article speaks mainly to | | | | need to understand the "why" of mathematics |
| general education teachers about reform based | | | | before they are really going to begin to |
| mathematics and how general classroom teachers | | | | understand and learn the concepts. Students also |
| can implement this new style of learning in a way | | | | need to learn at their own pace. Everything is |
| that will benefit all students, even special education | | | | connected in mathematics and if students do not |
| students. Furthermore, the article searches for | | | | understand one concept before the class moves |
| ways to help special needs students learn in their | | | | on to the next, pretty soon that student is going |
| own special way, in order to keep up with the | | | | to fall way behind. |
| other students in their regular classroom. | | | | This is unfortunately what happens to most |
| The article begins by discussing the challenges | | | | learning disabled students that are integrated into |
| learning disabled students face when integrated in | | | | the regular classroom. So, in my own classroom I |
| a classroom that uses the reform-based, | | | | will try to implement the constructivist approach |
| constructivist mathematical approach, which | | | | for learning mathematics and simultaneously |
| focuses on whole group discussions, small group | | | | create an atmosphere where every student can |
| discussions, and problem solving. Some of these | | | | succeed, no matter what pace they learn at. I will |
| problems include: LD students not participating and | | | | do this by creating learning centers around my |
| or "focusing on nonmathematical aspects of tasks | | | | classroom. The subject of these learning centers |
| (Bray)." Next, the article discusses how a group of | | | | will be based on the mini-lesson that is taught the |
| teachers manage this type of classroom. One | | | | first day. Students will pair up and move around |
| tactic they implemented is "small, teacher-led | | | | the learning centers at their own pace. The |
| groups (Bray)" where the teachers played games | | | | beginning stations will focus on the "why" of the |
| and did other activities, encouraging the students | | | | concept, helping students deepen their |
| to talk about their mathematical thinking. | | | | understanding, so that when they work their way |
| Another tactic the teachers used is breaking | | | | around to the other stations they will be ready to |
| students up into groups according to their ability | | | | try a variety of ways to solve the problem, with |
| and what they needed to work on. In these | | | | the collaborative help from their partner. |
| groups teachers did not just tell the students | | | | Before each pair moves to the next station I will |
| what to do to solve a problem, but instead they | | | | check their answers to make sure they are |
| asked the students questions to help them figure | | | | progressing in their understanding correctly. We |
| out on their own what they needed to do. These | | | | will do this the entire week, giving those students |
| teachers also gave their students "opportunities | | | | with learning disabilities plenty of time with their |
| for choice (Bray)," which allowed students to | | | | partners to understand the concept. Some pairs |
| choose what they wanted to work on, individually, | | | | will finish before the end of the week. These pairs |
| with a group, or with the teacher. This gave the | | | | will continue to work on the concept, but at a |
| teachers the opportunities to work with students | | | | higher level. At the end of the week the class will |
| individually. The end of the article discussed how | | | | discuss what problem-solving techniques they tried |
| the three teachers collaborated to discuss the | | | | and what they have learned. |
| progress of individual students, and what should | | | | This article was very useful. I had never thought |
| be done to help them continue to grow. | | | | of grouping students according to ability in math. I |
| This article was written by Wendy S. Bray, "a | | | | have heard the effects of this grouping in other |
| doctoral candidate at the University of North | | | | subjects as a valuable way to individualize |
| Carolina at Chapel Hill (Bray)." She is a "former | | | | teaching, and I was surprised that I have yet to |
| elementary classroom teacher," and "her research | | | | see this technique implemented in mathematics. I |
| interests include mathematics education and | | | | wholly agreed with all the approaches these |
| teaching strategies that facilitate learning for | | | | teachers took in this article, except for the |
| students with special needs (Bray)." Her | | | | approach took in the "Opportunities for Choice" |
| information came from her research, and her | | | | section. It seems that the students would just |
| information was supported by excerpts from | | | | pick something that they were good at if given a |
| various books and journals of education | | | | choice to work on anything. |
| professionals including: "Effects of Reform-Based | | | | I know I wouldn't choose something that I had |
| Mathematics Instruction on Low Achievers in Five | | | | trouble with. I am skeptical that this approach |
| Third-Grade Classrooms" by Baster, Woodward, | | | | would help students very much. Otherwise, this |
| and Olson; "Mathematical Problem-Solving Process | | | | article gave me much insight as how to help |
| of Primary-Grade Students Identified as LD" by | | | | students with learning disabilities grow in the |
| Behrend; "Four Variables for Success" by | | | | classroom with regular classroom students. This |
| Coleman; "How Effective Is Inquiry Learning for | | | | approach allowed more opportunities for students |
| Students with Mild Disabilities?" by Mastropieri; and | | | | to discuss their ideas and deepen their |
| "Mathematical Instruction for Elementary Students | | | | understanding, while providing them with the help |
| with Learning Disabilities" by Thornton. She also | | | | they needed to understand concepts that would |
| ascerts that her information supports the Equity | | | | be integral for their understanding in future |
| Principle, which she also cites from the "National | | | | lessons. |