Math: Diagnosis, Disabilities and Math Intervention

Course Number: EDU 5626 C02
Instructor: Beth Adreon, MA, CAGS
Location: Online
Dates and Times: January 22, 2019 to May 10, 2019
Credits: 3 Graduate Credits
Tuition: $950

NOTE: Course payment of $950 by check or purchase order, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form and the purchase order can be uploaded to the registration form. If paying by check, please mail the check to: Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05753. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.

Course Description

Participants will examine and define math learning difficulties and disabilities in students, and determine intervention strategies for students struggling with mathematics. Topics for investigation and a starting place for resources in three areas follow: research in math disabilities; Universal screening and diagnosis, and Assessment and Diagnosis of Mathematics Learning Problems / Disabilities; and Programs that address learning difficulties in math. How math instruction will change based on the Common Core State Standards in Mathematics will be a focus. This course will benefit K-12 teachers of mathematics and special educators. Course will be targeted based on participant needs and interest.


Enduring Understandings:



● Teachers understand how learners grow and develop (VT Standard 1).

● Teachers can use individual differences to ensure inclusive learning environments (VT Standard 2).
● Teachers work in teams to support individual and collaborative learning

(VT Standard 3).

● Teacher understands the central concepts, tools of inquiry and structures 
of the discipline(s) he or she teaches (VT Standard 4).
● Teachers understand how to connect concepts to engage learners (VT Standard 5). 
● Teachers use multiple methods of assessment to engage learners in their 
own growth (VT Standard 6).
● Teachers plan instruction to support all learners (VT Standard 7).

● Teachers use multiple ways to encourage learners (VT Standard 8).

● Teachers evaluate and reflect on their practice (VT Standard 9).

● Teachers collaborate with others to ensure learner growth (VT Standard

10).


Essential Questions:
● Who is the struggling math learner?
● Why is learning mathematics so difficult for so many learners?
● How can I identify the struggling math learner?
● How can I support the struggling math learner?


Content:
● Examine cognitive processing challenges
● Frameworks for Understanding Student thinking
● Develop intervention strategies and structures to support struggling learners


Skills:
● Identify areas of processing for math students and where breakdowns may occur
● Identify intervention and differentiation strategies for struggling math students

Course Expectations

Large project due dates:
My 13th reflection - due February 18, 2019
Student Assessment project - due March 25, 2019
Final Project – due May 6, 2019

Required Texts

Abeel, Samantha My Thirteenth Winter. 2003.

Tapper, John Solving for Why: Understanding, Assessing and Teaching Students Who
Struggle with Math, 2012

Common Core Mathematics Standards

Additional works supplied via PDF

For additional course and registration information

Beth Adreon
(802) 770-8214

Register online now!