University  of  Hawai’i  Team:    

Mathematics  Education  Hannah  Slovin,  Fay  Zenigami  

Special  Education  Kavita  Rao,  Rhonda  Black  

A  Mathematics  &  Special  Education  Collaboration:    Strategies  For  Inclusive  Mathematics  Instruction  

Overview  of  project  • Conducted  classroom  observations  of  1st  grade  and  6th  grade  classes  at  the  University  Laboratory  School  (ULS)  

• Examined  how  needs  of  struggling  learners  are  addressed  within  the  instructional  approaches  

Curriculum  &  Instructional  Approach  

• have  a  discovery-­‐  and  problem-­‐based  approach  to  mathematics  

• concepts  are  not  explicitly  explained  but  emerge  from  problem-­‐solving  and  discussion  

1st  grade:    Measure  Up  (MU)    6th  grade:    Reshaping  Mathematics  for  Understanding  (RMU)    

Research  Question:  

The  curricula  are  centered  on  the  construction  and  negotiation  of  shared  meanings.  

In  such  an  environment,  what  are  the  needs  and  challenges  of  the  struggling  learner?  

Timeline  Phase  I:  April-­‐May  2011  

•   Whole  class  observations  to  determine  RQ  

Phase  II:  August-­‐Dec  2011  • Whole  class  observations  with  specific  questions  • Discussed  observation  data  as  a  team  • Developed  categories  based  on  observation  data  • Selected  individual  target  students  to  observe  

Phase  III:  Jan-­‐March  2012  • Observed  target  students  • Analyzed  data  and  discussed  as  a  team  • Identified  Tier  1  and  Tier  2  supports  to  assist  struggling  learners  

Phase  I  

• Trying  to  find  shared  protocols  for  observation  • Started  with  UDL  Educator’s  Checklist  for  coding  observation  notes  

Info  from  the  following  slides  can  be  found  at:  

   www.bit.ly/mathhandout  

Phase  II:  

Based  on  observations  in  first  phase,  derived  themes  and  categories  

Identified  “Dilemmas”:  1.  Conceptual  development  2.  Rich  content  3.  Verbalization  skills  4.  Multiple  points  of  view  5.  Fluid  protocol  6.  Learning  goal  

Phase  II:  Came  up  with  categories  for  instructional  events,  related  Dilemmas,  and  potential  challenges/supports  

Phase  III:  Data  Collection  &  Analysis  

• Observed  target  students  on  consecutive  days  for  two  cycles  (3-­‐4  days  each)  

• Categorized  data  from  observations  by  mapping  them  with  Dilemmas,  Supports  and  Challenges  that  had  been  discussed  as  a  team  

• Discussed  emerging  ideas  with  classroom  teachers    

Analysis  -­‐  Emerging  Ideas  

Measure  Up  (MU):  1st  grade:  •   Several  ideas  for  Tier  2  supports  emerged  during  observation  and  analysis  • Gaps  in  content  understanding  are  minimal,  but  students  need  to  learn  “how  to  learn”  and  “how  to  ask  questions”  • Tier  2  will  need  behavioral  and  social  strategy  instruction  in  addition  to  academic  support  

   

Analysis-­‐  Emerging  Ideas  

Reshaping  Mathematics  for  Understanding  (RMU):  6th  grade:    • Several  ideas  for  Tier  1  supports  emerged  during  observation  and  analysis  phases  • Some  students  needed  supports  with  instructional  strategies  to  access  the  method  of  learning  • Several  questions  emerged  from  observation  of  whole  class  instruction  and  interaction.    • See  handout  at  www.bit.ly/mathhandout  (for  specific  questions)  

   

Next  Steps  

1st  grade  Measure  Up  •  Code  data  according  to  themes  

6th  grade  Reshaping  Mathematical  Understanding  • Discuss  additional  strategies  to  support  struggling  learners  for  Tier  1  whole  class    • Discuss  feasibility  of  implementing  strategies  with  teacher    

 Question  and  Comments  at  

roundtable  discussion