Tag Archives: meaningful

Relations Introduction Video Lesson

This video provides instruction to introduce the definition and conceptual meaning behind algebraic relations.

Relations Video

Relations

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Documents for Webinars on Supporting Students with Autism in Math

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Link to Drop Box folder for webinar on Task Analysis

Link to Drop Box folder for webinar on Making Math Meaningful (note: the folder is not populated with handouts with excerpts shown on the video. These documents will be available in the folder by Oct 16.

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Making Discount Meaningful

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Educators teaching math typically start with the “mathy” stuff first. For example, for finding the sales price teachers may start with showing students the steps to calculate (photo below).

I start with the concept, either with a pictorial representation or actual objects to represent the underlying concept. In the photo above, I show an object (related to the student’s interest – this student is into weight training) on sale. The $50 circled in yellow represent the original price. I explain the concept of being on sale and discount and show that 20% is $10 to take away (marked out). This leaves $40 (in green) which is the sales price. This allows for conceptual understanding before showing him the “mathy” way of doing the problem.

compute discount

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Memory

One model for memory is called the Information Processing Model or Dual Storage Model.

IPM

 

Here’s the suggested process in this model in a class instruction context:

  1. Our senses receive stimuli. In the classroom students hear the teacher or a classmate talking, see the teacher’s notes or the note being passed to them, smell various things in class, taste their gum etc. 
  2. The sensory register filters out most stimuli which means the teacher’s lesson is competing with all the other stimuli for attention. Most students are either visual or hands on learners yet the majority of instruction is conducted through auditory means. Information in a lesson that is meaningful or interesting is more likely to make it through the register.
  3. The information that makes it to the working memory is processed. Working memory has a limited capacity. Like a computer, if it is attempting to process a lot at one time it slows down. It is hard for some students to process a lot of auditory information if they are a visual learner so as they are attempting to process they may be missing other parts of instruction. This is why scaffolding and other strategies are important. They help reduce the amount of information the student has to process. The working memory also attempts to organize and make sense of the information -Gestalt Theory. Here are some examples. When I present the image below under “closure” and ask people what they see, the response is almost always “a triangle.” The really is no triangle there but the brain fills in the gaps. The brain wants to make the visual information meaningful. gestalt-theory-images
  4. The information that makes it to long term memory is filed away. Effective learning means the stored information can be readily retrieved. Think of computer files or files in a file cabinet. I have a file for Gabriel’s IEPs so I can easily retrieve them. Contrast that with how a student may stuff his homework assignment into his bookbag but later cannot find it. Effective storage is enhanced when the information is organized and makes sense. This is helped by making the information meaningful or by addressing prior knowledge (e.g. new IEPs filed with old IEPs).

Most if not all educational strategies would address some aspect of this model.

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