TEACHING SLOW LEARNERS IN MATHEMATICS: INNOVATIVE

TECHNOLOGIES AND STRATEGIES

R.Rajkumar

Ph.D Scholar

Department of Education

Periyar University

Salem-11

INTRODUCTION

The importance of teaching and learning of

mathematics today one of the greatest

challenges to a mathematics teacher is

teaching mathematics to children who

are slow learners.

Slow learners are being characterized as

functioning at ability significantly

below grade level and consistently

scoring low on achievement level.

As part of the means to improve the

achievement level of slow learners

through new innovative technologies

and Learning Strategies.

DEFINITIONS OF SLOW LEARNERS

“Slow learners are children who are doing poorly in school, yet are not eligible for special education; their intelligence test scores are too high for consideration as a child with mental retardation” (Mercer, 1996)

• Although slow learners may have special educational needs, they do not fit neatly into the special education system (MacMillan, Gresham, Bocian, & Lambros, 1998).

Basic Causes of Slow Learning in Mathematics

Slow learners may have any combination of identifiable

dysfunctionalities like attention deficit disorders (ADD),

dyscalculia, dyslexia, dysgraphia, dyspraxia or dysnomia

or hyperactivity and sometimes none.

Other causes identified and include students’ problems

(visual motor coordination, negative attitude towards

Mathematics, divergence opinions or views on concept,

generalization and skills, lack of maturity on future need).

Functions at ability but significantly below grade level.

Is prone to immature interpersonal relationships.

Has difficulty following multi-step directions.

Lives in the present and does not have range goals.

Have few internal strategies i.e. organizational skills, difficulty transferring and generalizing information.

Scores consistently low on achievement tests.

Works well with “hands-on” material (i.e labs; manipulative, activities).

Has a poor self-image.

Works on all tasks slowly

Masters skills slowly, some skills may not be mastered at all.

STRATEGIES FOR TEACHING MATHEMATICS TO SLOW LEARNERS

Time: Slow learners need more time to understandand figure out how to use basic mathematicalconcepts.

Concept Building: Slow learners have difficulty withnew mathematical concepts, so previous mathconcept helps to build confidence in themathematics subject and provides a framework tobuild mastery of new skills.

Real World Examples: Teaching a new skillsuch as addition or multiplication is madeeasier when the teacher gives real-worldexamples or allows for physicalrepresentations of the mathematical problem.Because slow learners have difficulty withimaginary concepts, the physical exampleprovides guidance and structure.

Reward

Drill: One commonsense strategy for teachingmathematics slow learners is repetition: drill,drill, drill until they get it.

Multimodal Approach: Use different modes of instruction to convey the same lesson. Show pictures and videos, conduct games and group activities and provide hands-on tools that can reinforce learning mathematics. Have students build models, paint pictures or act out scenes that explain an idea. Give student’s mnemonics that will help them memorize the names of the planets or trigonometric ratios or mathematical formulas.

Personalization: Many slow learners suffer from low self-esteem and lack confidence in calculating mathematics. We can address this not only by praising small achievements but also by personalizing lessons. Introduce topics that are of special interest to the student in question, make up math problems about the student and his friends and make sure we provide some activities the student can be successful at every day in the classroom. Find out which mode of instruction best suits a particular student verbal, visual or kinesthetic and try to provide reinforces in that mode.

Try sound therapy: It is an effective way of helping the students who have a problem in learning mathematics. In this method the therapist uses sound and tools which stimulate auditory pathways to help students in improving their concentration power. This therapy might also come handy in enhancing the auditory transmission in the brain by stimulating the muscles near the ear passage and might help them in regaining the original power or capability.

Cognition training: It’s a technique that might be helpful for the students in enhancing their level of perception and cognition and might be helpful for the students in increasing their focus, especially on the subject like mathematics. Moreover, it could also boots student’s neurological connections and could prove helpful for students in growing fast in the academics.

INNOVATIVE TECHNOLOGIES FOR TEACHING MATHEMATICS TO SLOW

LEARNERSAudio and Video Instruction: Slow learners need extra

time for remedial and enrichment activities. Studentscan listen to relevant educational radio programmewhich also has positive effect on the slow learnerslearning. The video instruction provides uniqueexperience to the slow learners in the presentationof instructional content. It penetrates more deeplyinto human character with an immediate excitementthan any other single medium.

Mastery Learning Strategy: Mastery learning is a system of instruction that emphasises the mathematics achievement of instructional objectives by all students by allowing learning time to vary. The basic idea behind mastery learning is to make sure that all or almost all the students have learned a particular skill to a pre-established level of mastery before moving on to the next skill. Once the slow learners have the experience of mastery learning and attain a pre-determined mastery level, the learning will build on learning leading them to a remarkable success or achievement.

Modular Instruction: Module is a self contained auto instructional package dealing with a single conceptual unit or subject matter. Instruction through modules has been found very effective for all levels of students and it is found more effective with regard to low achievers and slow learners. Modular instruction takes care of concrete presentation of subject matter by incorporating necessary diagrams, sketches, pictures, worksheets, examples etc. with the learning material at appropriate places. Thus, in many ways, the modular instruction proves to be suitable for slow learners.

Computer Assisted Instruction: Computerassisted instruction is a kind of individualisedinstruction administered by a computer andits roots has in programmed instruction andin the behavioural theories of learning. CAIprogrammes stress drill and practice exercise,others teach students facts and concepts. Itgives instant knowledge of results andprovides immediate feedbacks which are veryessential for slow learners to ameliorate theirlearning process. In this method everystudent can learn at his own rate.

CONCLUSION

Slow learners are care for being duly helped interms of rate of learning and educationalachievement in mathematics.

Innovative technologies are provides a tool whichcan be introduced to remedy and assist learnersand teachers overcome these challenges.Personal learning environments are the wayforward and technology with its authoring andmonitoring features are a welcome addition toboth teachers and students.