Differentiated Instruction for Mathematics Success

Central Principles
Vary Task
Vary Procedures
Vary Context

Specific Strategies

• Develop successful dispositions quickly with easier problems that build to more challenges
• Select problems that lend themselves to varied approaches (easier/harder numerals, fewer/more steps, easier/harder language, etc)
• Increase language support of students whose native language is not English
• Post key vocabulary around room
• Offer more group/paired work for early support and/or when needed to spark new ideas
• Use major strategies (manipulatives, pictures, symbols) for those students who need these steps for a longer period of time

GENERAL TECHNIQUES FOR DEALING WITH LEARNING DISABILITIES IN THE MATHEMATICS CLASSROOM

• Use Visuals and Manipulatives To Illustrate Important Ideas
• Use Visual Cuing: Boxes, Circles, and Lines
• Assign Fewer Problems and Minimize or Eliminate Coping from the Textbook or Board
• Use Visual Cuing: Color Code
• Alter, Adjust, or Reinforce the Standard Text Presentation When This Meets a Special Need
• Allow Children To Finger Trace or Use Other Tactile Cues
• Capitalize on Patterns and Other Associations To Promote Understanding or Retention
• Use Auditory Cuing
• Make Samples for Students Who Need Them
• Carefully Sequence Instruction in Small Steps, with Adequate Provision for Practice and Review