Low and Mid-Tech Assistive Technology in the Math Classroom

I am at the MITS Conference (Michigan's Integrated Technology Supports) in Traverse City, Michigan.  The conference is being held on the same day as a The ETLC (Educational Technology Leadership Conference) at Holt High School, and I would like to be at both.

Participants are mainly special education teachers.  The sessions
include Universal design for learning (UDL), assistive technology
(AT), augmentative and alternative communication (AAC), and accessible
instructional materials (AIM) focused on improving access and
achievement.

I'm in my first session now, "Technology and Math: Assistive Technology in the Classroom," facilitated by Judi Sweeney of Onion Mountain Tech, a company I've never heard of.  Many handouts are available here, although the handout for this session is not there.  Paper copies were distributed...

Brain-based learning:

• The brain looks for patterns to make sense of information, once done the brain can work on storing new information.


• Memorization:  NCTM ways that students need to know math facts to 12s by grade 5.  Moving from short to long term memory is the key and a challenge because students need different amounts of time.  Some kids in the same classroom need just 2 seconds, others need 60 seconds.  Hopefully suggestions of strategies that teachers can use in their classrooms to provide learning experiences for students who have such different needs will be given later!


• Making it Real: Tying learning to your life experiences increases memory, interest, and neural connections.


• Music, movement, and math go together.  Playing music for just 5-10 minutes prior to math lessons can make a dramatic positive difference.  The beats per minute of the music works best when it is 60-72 beats per minute.  Could be classical, could be rap (or any genre), the beats/min is the most important.  Studying music improves temporal-spatial reasoning that is associated with math.  50% of teens need to move in order to learn.  Many options were discussed (exercise balls, rubber bands, chair cushions, gum chewing).

Learning Preferences

• You can determine learning preferences by observing eye movement.  When you ask a question that requires recall "What did you have for dinner last night?"  If you look up when you think of the answer, you are a visual learner; if your eyes move back and forth, you are an auditory learner; and if you look down, you are a kinesthetic learner.  Don't tell the person you are looking at their eyes, or results won't be accurate.  Most teachers are visual learners and tend to teach that way.  More than half of all special ed students are auditory or kinesthetic learners.  BIG PROBLEM.

Thinking Styles

• Global thinkers see the big picture and often miss details.  They often skim or read the end first, and skip steps, and are most concerned with the right answer.


• Sequential thinkers see the details, but often miss the main idea, read top to bottom, must do all the steps, and are concerned with the process.


• The vast majority of math and science teachers are sequential thinkers (not global thinkers).

Low tech math tools are used in "Least Restrictive Environments," since they can be used anywhere.  Examples:

• Color: color can be a visual-perceptual issue for many students.  The research says that 40% of the general population would be  helped, at least part of the time, if you change the color of the background.  10% of people should NOT read text on white background.  You can buy colored filters to put over the paper.  ADHD kids prefer flourescent green or yellow.  It helps them focus and attend.  Changing the color of the filter can improve fluency immediately.  Color handout here.  Color Evaluation Form here.  Color Filter Comparisons here.  Color Tendency per Disability here.  Order filters here.


• Magnetic boards/magnets can be used to solve problems without writing.  You can make your own magnets with supplies from Staples.


• Hands-on Equations is a manipulative product that works for algebra.  Students describe their thinking  at the same time they are moving objects.  The objects are color-coded.  Watch this video of a 3rd grader doing an algebra program on youtube. There are books for high school algebra that have been very successful.

Using "high tech" to make low tech items (use computer to make simple assistive technology tools).

• You can use Microsoft Word to create specialized paper.  Make a table and add or change the line type and width.  Add shading for columns.  Presenter demonstrated a computer program called Startwrite.  $40.

Mini-books/Digital Note Organizer: Print a foldable document for study aides, notes, etc.  It allows you to change an 8 page document into an ultimate note card.  PocketMod and PocketMod to PDF.  Examples:  formulas, geometric figures, foreign language dictionary, story book.  Font must be at least 24 pt font.  Free.  Mac and Windows version available.

Pen scanners are available that hook to a computer and sends to Word and simultaneously reads the text aloud.