This module is designed for paraprofessional educators who wish to find out more about math and how to help students learn to do math. It covers a range of topics relating to math instruction. It presents these topics in enough depth to enable a paraprofessional to gain confidence about offering math instruction under the guidance of a teacher.
In each unit, there are various learning activities. An overview summarizes the major ideas presented in the unit; a video webinar presents relevant information. Each unit opens with an introductory challenge to stimulate thinking about the topic and ends by revisiting the challenge on a deeper level. Various other materials help the module user think about the information and practice the skills that the unit discusses. In a couple of the units are documents providing links to on-line resources related to the major topics.
Upon completion of the module, Helping Students Do Math, the paraprofessional educator will meet the following Council of Exceptional Children (CEC) objectives and the following Ohio Partnership for Excellence in Paraprofessional Preparation (OPEPP) objectives as they pertain to the support of math instruction.
|
Source of Standard |
Standard Number |
Domain of Practice |
Standard |
| CEC | P8K1 | Knowledge | Purposes of assessment |
| CEC | P1S1 | Skill | Use basic educational terminology |
| CEC | P3S3 | Skill | Implement levels of support appropriate to academic and social-emotional needs of individuals with exceptionalities as determined by the instructional team |
| CEC | P4S3 | Skill | Support individuals’ with exceptionalities use of self-assessment, problem-solving, and other cognitive strategies as determined by the instructional team |
| CEC | P4S4 | Skill | As determined by the instructional team use strategies to facilitate maintenance and generalization of skills |
| CEC | P4S7 | Skill | Support the use of learning strategies and study skills to promote acquisition of academic content as determined by the instructional team |
| CEC | P4S8 | Skill | Use instructional strategies and materials as determined by the instructional team |
| CEC | P4S9 | Skill | Adapt instructional strategies and materials as determined by the instructional team |
| CEC | P4S10 | Skill | Modify pace of instruction and provide organizational cues as determined by the instructional team |
| CEC | P4S13 | Skill | Use an individual’s responses and errors, especially a pattern of errors, to guide next instructional steps and provide ongoing feedback as determined by the instructional team |
| CEC | P4S14 | Skill | Re-teach and reinforce essential concepts and content across the general curriculum as determined by the instructional team |
| CEC | P6S7 | Skill | Support individuals with exceptionalities in the effective use of vocabulary in multiple environments as determined by the instructional team |
| CEC | P7S3 | Skill | Use instructional time effectively |
| CEC | P7S5 | Skill | Use age and ability appropriate instructional strategies, technology, and materials for individuals with exceptionalities as determined by the instructional team |
| CEC | P9S13 | Skill | Reflect on one’s performance to improve practice |
| OH | 1.1 | Skill | Support the use of effective and culturally responsive instructional strategies in reading and mathematics |
| OH | 1.2 | Skill | Support the use of explicit, direct, systemic instruction when prior knowledge is weak or non-existent, as determined by the instructional team |
| OH | 1.3 | Skill | Adapt strategies and materials, and differentiate instruction in response to student need as determined by the instructional team |
| OH | 1.4 | Skill | Implement academic interventions to address student needs as determined by the instructional team |
| OH | 1.5 | Skill | Observe and collect data as part of progress monitoring as determined by the instructional team |
| OH | 1.6 | Skill | Facilitate small-group instruction |
| OH | 4.3 | Skill | Help student gain exposure to words and numbers to develop literacy and numeracy skills; incorporate literacy into everyday activities, as determined by the instructional team |