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NEXT STEPS

  • You have some idea now of your current math knowledge (based on the Old Guy’s “no-math test”).
  • You have started to think about the notion that math might not mostly be about facts, but instead is mostly about ideas.
  • You have at least a beginner’s knowledge of what such ideas are.
  • You have learned some things about how to teach math ideas.
  • And you have some of the resources that will help you learn what’s needed to support math learning and teaching.

This module may be asking you both to change how you think about math and to change the way you think about helping student learn math

Choose a student or two, with particular challenges with learning math, and outline a plan to address just one of their issues. Work with your teacher, mentor, or instructional team to develop the plan. The plan needs to be specific to the students, and it will need to reflect their IEP goals. Keep in mind that the IEP is very general, but that plans for reinforcing math learning are more specific.

A Planning Template 

Here’s one template for such a plan.

Student’s name _______________________________________________

IEP goal ____________________________________________________

General math learning issue_____________________________________

___________________________________________________________

___________________________________________________________

Specific lesson (delivered by the teacher) __________________________

___________________________________________________________

___________________________________________________________

Steps for reinforcing the lesson ___________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

(Repeat for other lessons)

Final Thoughts 

At the heart of the plan are the “steps for reinforcing the lesson.” You’ll need to discuss this part with your teacher, mentor, or instructional team. Typical plans of this sort involve:

  • objectives
  • methods for linking new learning to prior knowledge
  • materials and procedures (perhaps a script to read, or questions to ask; also any equipment, objects, worksheets, pictures, or videos to be used)
  • a strategy for assessing the students’ learning

It’s critical to remember that putting it together takes time, experience, effort, and the courage to change. The point is to help students learn math better and actually to enjoy learning math.

Module: Helping Students Do Math

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