Students who struggle with learning, attention, and executive functioning challenges can have trouble with different aspects of math, including fact recall, multiple-step math computations, and math problem solving.  In addition to providing them age-appropriate strategies, these students can benefit from classroom accommodations. 

Accommodating involves adjusting for areas of known weaknesses in math computations and problem solving without “watering down” the math concept. 

• Allow additional time on timed math tasks, tests, and quizzes or reduce the number of items on the test. Given the numerous factors that can hamper a student’s math skills, emphasize mastery over automaticity.

• Provide a number line on the younger student’s desk to help her identify numbers, write numbers, visualize number relationships or for use in simple addition and subtraction.

• Provide her a chart with math facts. Allow the student to use this reference tool on assignments and tests until math facts have been memorized. Encourage the student to try to recall the facts before looking for the answer on the chart. The math fact chart will provide immediate feedback for the student’s recall and support her learning.

• Allow her to use a calculator when the task involves practicing a math reasoning concept and not computations.

• As she is learning and developing new concepts, it may be helpful to monitor her performance at a high rate to insure the student is not practicing errors. At the start of an independent seat work assignment, monitor the first couple of items to insure she understands how to complete problems.

• Allow use of “cue cards” for attending to and recalling the steps in multiple-step math problems. A cue card is an index card listing the steps to a multifaceted task. Research on cue cards shows a student can learn the steps faster than relying on her faulty executive skills. Also, when using cue cards she is less likely to ask, “What’s the next step?” in the classroom or at home.

• Similarly, some students may be helped by using a self-monitoring checklist to check work for common errors before turning it in.

• Help her to develop and use a math dictionary for word problems and reword mathematical vocabulary in simpler terms to compensate for the student’s lack of knowledge.

• It may be necessary to provide concrete examples for some abstract terms, and check for comprehension after explanations or directions are given that use mathematical terms.

• Modify word problems so that they require computation skills the student has mastered. It may be necessary to allow the student to use a calculator to solve problems in order to compensate for her computation deficits.

• For the student with poor sustained attention, parents and educators are encouraged to consider ways to reduce the amount of time it takes her to complete homework. It may be helpful to reduce the number of repetitive problems she is required to complete. Completing fewer math problems well while she has good sustained attention may be better than asking her to complete a lot of problems with limited attention to task.

Need additional help developing recommendations for your student? 

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(c) 2010-2019, Monte W. Davenport, Ph.D.

Photo courtesy of Microsoft