Low-Tech and Mid-Tech Applications for Completing Math Assignments

As with all AT, there is a continuum of low-tech to high-tech tools to assist with math assignments. Examples of low-tech AT include manipulatives, which I discussed in my prior posting, rubber stamps, number lines, laminated addition and multiplication tables and specialized rulers.  Students who lack fine motor control can benefit from large calculators.  Students with learning disabilities and visual impairments can also use talking calculators which read aloud each keystroke the student enters.  "See and solve" calculators show entire math problems on a screen so students can see their work. Mid-tech devices such as "coin abacus" and "coin-u-lator" contain keys shaped like coins for assisting with money counting.

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. Boston:  

      MA:  Pearson.

Educational Applications to Teach Math Concepts, Skills, and Problem Solving

To be successful in math, all students must develop automaticity, fluency in execution of procedures, and a complete understanding of math concepts.  Manipulatives are an effective way for all students, including those with disabilities, to learn math. However, students with disabilities may not be able to use manipulatives successfully and other students may not have enough access to manipulatives in the classroom. Virtual manipulatives, like those outlined below, can also be used to help students master necessary skills and concepts (Dell, Newton, & Petroff, 2012).

National Library of Virtual Manipulatives

-Virtual manipulatives are available for concepts such as numbers and operations, Algebra, Geometry, Measurement, and Data Analysis and Probability

-Manipulatives are grouped by grade levels between K through 12

Illuminations

-Online activities for extended practice, visual representation of concepts, and interactive problems

Computing Technology for Math Excellence

-Explanatory information for using virtual manipulatives

Internet for Classrooms

-Free, high quality Internet resources to use for classroom instruction and to reinforce classroom learning at home

Virtual Laboratories in Probability and Statistics

-Provides expository text to help students understand the theories of probability and statistics

Math Playground

-Free, online math activities including math games, word problems, and logic puzzles

Conceptua Math

-Provides tools to help teachers prepare classroom instruction about fractions

-Offers visual models as well as spoken text 

Destination Math

-Designed to develop skills in math reasoning, conceptual understanding, and problem solving for K to 12

-Animation and audio output are used to keep students engaged

-Step-by-step instructions are provided

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. Boston:  

      MA:  Pearson.

Technology for Visual-Spatial or Motor Control Difficulties

Students with fine motor control or visual-spatial issues can struggle to write numbers, align digits to compute answers, and create visual representations.  As a result, it may be difficult or impossible for these students to accurately demonstrate their math knowledge. Educational applications, such as those described below,  that can minimize the handwriting involved in math computation can be very beneficial for these students (Dell, Newton, & Petroff, 2012).

Math Pad
-A talking math worksheet program through which students can perform computations on the computer rather than using pencil and paper
-Only one problem is displayed at a time and digits are properly aligned 
-Speech output feature is helpful for students with visual, reading, and focus issues
-Students receive immediate feedback in the form of all of the steps of the problem and the correct answer

Math Pad Plus
-Includes all of the features of Math Pad as well as computations with fractions and decimals
-Students can also view problems as pie charts, fraction bars, or decimal grids to increase understanding

Virtual Pencil Arithmetic
-Allows students who are unable to operate a pencil effectively to execute math problems through an online program
-Speech feedback reads problems and provides useful information
-Tutorial mode assists students with computation as needed

Virtual Pencil Algebra
-Includes the features of Virtual Pencil Arithmetic as well as algebraic equations

Number Navigator
-Functions as a simple processor for basic math problems
-Colors, fonts, and font sizes can be customized

Microsoft Word Equation Editor
-Enables students to create math equations in correct mathematical notation using mouse control

MathType
-Offers additional symbols in Microsoft to allow students to do a greater variety of equations

Scientific Notebook
-Designed to solve equations for more advanced math classes such as calculus

Meander's Annotator
-Can be an add-on tool for Microsoft Office
-For use with geometry problems

MathPad or MathTalk/Scientific Notebook
-When used with Dragon Naturally Speaking students who require speech recognition can input math calculations by voice then print out their completed work

Efofex Software
-Provide computerized options to construct geometric figures, write equations, create graphs, and construct statistically correct images

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. Boston:  

      MA:  Pearson.

Educational Applications for Math Fact Fluency

Students with math disabilities can struggle to achieve automaticity with important information such as visual-spacial organization, math concepts and word problems (Dell, Newton,& Petroff, 2012).  Automaticity, or math fact fluency, refers to the fast and accurate processing of content information.  Educational applications focused on math allow students to develop math fact fluency more easily. When math educational applications are fun and motivating, students are more focused and task oriented.

The following technologies can be used to help build automaticity:

FASTT Math (Fluency & Automaticity through Systematic Teaching with Technology)

-Evaluates students knowledge of math facts by measuring response time then generates customized activities

-Activities are designed to strengthen memorization of math facts to decrease reliance on counting strategies to solve problems

-Program generates reports for teachers to track progress

Timez Attack

-Focuses on multiplication facts through the use of a high-tech video game environment

ArithmAttack

-Allows students to practice basic addition, subtraction, multiplication, and division facts

-Customized problems sets enable students to focus on their areas of need

Arcademic Skill Builder Math Games

-Designed to help build automaticity in addition, subtraction, multiplication, division, integers, fractions, and ratios

-Include single player and multi-player online games with customizable features

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. Boston:  

      MA:  Pearson.

Key Questions to Consider When Addressing Educational Applications for Math

As mentioned in my prior post, important issues must be discussed to determine appropriate educational applications for math. Software programs and interactive Web-based activities are considered to be educational applications relating to math instruction (Dell, Newton, & Petroff, 2012). Use of the following guideline and questions will allow educators to best match students' needs with available applications. When appropriate applications have been selected, educators should take advantage of free demos and trials to test the applications before implementing them in the classroom.

What is the goal of computer use?

-An alternate way to complete school work, classroom activities, or demonstrate knowledge

-Teaching or practicing basic concepts/skills

What is the content of the educational application?

-Does it match the purpose of computer use?

-Does it match the student's interests?

Do the applications match student needs?

-Is there speech output for struggling readers and students with visual impairments?

-Does the software minimize distractions for students with attention difficulties?

-Is the screen uncluttered and easy to read for students with perceptual problems?

-Is the speed of response or input irrelevant for students who have difficulty with speed of response?

How flexible is the educational application?

-Can the visual display be customized?

-Can sound or music be turned off?

-Can levels be selected or modified?

-Can specific content be selected?

-Can speed and reaction time be modified?

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. Boston:  

      MA:  Pearson.