Brianna Thomas
The Visualize Method
+ self-monitoring
+ info
+ step directions
+ anchor chart
+ why?
+ examples
+ SRSD model
+ lesson planning
Spatial Visualization, Visual Imagery, and Mathamatical Problem Solving of Students with Varying Abilities- Delinda van Garderen
- 6th grade students with Learning Disabilities and other groups
- Spatial visualization abilities measures and math problem-solving performance were positively correlated
- Students with LD use pictoral images more often than other groups of students
Pictoral imagery vs. schematic imagery van Garderen, D. (2006). Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students With Varying Abilities. Journal of Learning Disabilities, 39(6), 496–506. https://doi.org/10.1177/00222194060390060201
Go to page
Teaching Students with LD to Use Diagrams to Solve Mathematical Word Problems- Delinda van Garderen
- 8th grade students with Learning Disabilities
- Both 1- and 2-step word problems
- Lessons planned with with "Solve It!" manual
- Three phases
1. Instruction for generating diagrams. Mastery achieved when student could verbalize strategy with 80% accuracy 2. Strategy instruction for 1-step word problems. Mastery achieved with 75% accuracy 3. Instruction for 2-step word problems. Mastery achieved with 75% accuracy- Prior to instruction students all showed primary pictoral diagrams if they used diagrams at all. After instruction, all students utilized schematic diagrams
- Strategy awareness does not equal strategy use. Students with learning disabilities characteristially have difficulties in selecting and using appropriate strategies, in adiditon to organizing and knowing when to use strategies.
van Garderen, D. (2007). Teaching Students With LD to Use Diagrams to Solve Mathematical Word Problems. Journal of Learning Disabilities, 40(6), 540–553. https://doi.org/10.1177/00222194070400060501
Pictoral imagery vs. schematic imagery
Mrs. Thomas bought a box of markers for $7.50. She paid with a $10.00 bill. How much change should she have gotten back?
Examples and Non-Examples
Mrs. Thomas had $20. She bought a book for $13.
How much money does she have left?
This strategy can be adapted and intensified to help students with other types of disabilities solve math word problems with visual models. The big idea here is to teach students how to visualize the math in a way that represents the problem.
The Visualize Strategy
The purpose of the visualize strategy is to teach students how to create diagrams and use them to solve math word problems. The mnemonic RV-PCC is used to guide students through the steps. This strategy is helpful for students with learning disabilities who struggle with understanding word problems. Research shows that students with learning disabilities typically use fewer representational strategies, including visualization, to solve word problems.
Really Valuable People Create Change.
Spatial Visualization, Visual Imagery, and Mathamatical Problem Solving of Students with Varying Abilities
Go to page
Teaching Students with LD to Use Diagrams to Solve Mathematical Word Problems
Go to page
Why?
Share: Why do visuals and diagrams help us solve word problems?
Other ways and times to use this strategy?
Self-Regulated Strategy Development (SRSD)
SET THE CONTEXT FOR STUDENT LEARNING:
- Talk about math word problems and why they seem hard
DEVELOP THE STRATEGY:
- Talk about viualizing - pictural vs schematic
SUPPORT THE STRATEGY:
- Model the strategy and different types of diagrams
GUIDED PRACTICE:
- Examples and Non-examples
INDEPENDENT PRACTICE:
GENERALIZATION AND WRAP-UP:
RV-PCC Song
Self-Monitoring Checklist across 3 days of independent practice.
Vocabulary list:
The Visualize Method
Bri Thomas
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Transcript
Brianna Thomas
The Visualize Method
+ self-monitoring
+ info
+ step directions
+ anchor chart
+ why?
+ examples
+ SRSD model
+ lesson planning
Spatial Visualization, Visual Imagery, and Mathamatical Problem Solving of Students with Varying Abilities
- Delinda van Garderen
- 6th grade students with Learning Disabilities and other groups
- Spatial visualization abilities measures and math problem-solving performance were positively correlated
- Students with LD use pictoral images more often than other groups of students
Pictoral imagery vs. schematic imagery van Garderen, D. (2006). Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students With Varying Abilities. Journal of Learning Disabilities, 39(6), 496–506. https://doi.org/10.1177/00222194060390060201Go to page
Teaching Students with LD to Use Diagrams to Solve Mathematical Word Problems
- Delinda van Garderen
- 8th grade students with Learning Disabilities
- Both 1- and 2-step word problems
- Lessons planned with with "Solve It!" manual
- Three phases
1. Instruction for generating diagrams. Mastery achieved when student could verbalize strategy with 80% accuracy 2. Strategy instruction for 1-step word problems. Mastery achieved with 75% accuracy 3. Instruction for 2-step word problems. Mastery achieved with 75% accuracy- Prior to instruction students all showed primary pictoral diagrams if they used diagrams at all. After instruction, all students utilized schematic diagrams
- Strategy awareness does not equal strategy use. Students with learning disabilities characteristially have difficulties in selecting and using appropriate strategies, in adiditon to organizing and knowing when to use strategies.
van Garderen, D. (2007). Teaching Students With LD to Use Diagrams to Solve Mathematical Word Problems. Journal of Learning Disabilities, 40(6), 540–553. https://doi.org/10.1177/00222194070400060501Pictoral imagery vs. schematic imagery
Mrs. Thomas bought a box of markers for $7.50. She paid with a $10.00 bill. How much change should she have gotten back?
Examples and Non-Examples
Mrs. Thomas had $20. She bought a book for $13. How much money does she have left?
This strategy can be adapted and intensified to help students with other types of disabilities solve math word problems with visual models. The big idea here is to teach students how to visualize the math in a way that represents the problem.
The Visualize Strategy
The purpose of the visualize strategy is to teach students how to create diagrams and use them to solve math word problems. The mnemonic RV-PCC is used to guide students through the steps. This strategy is helpful for students with learning disabilities who struggle with understanding word problems. Research shows that students with learning disabilities typically use fewer representational strategies, including visualization, to solve word problems.
Really Valuable People Create Change.
Spatial Visualization, Visual Imagery, and Mathamatical Problem Solving of Students with Varying Abilities
Go to page
Teaching Students with LD to Use Diagrams to Solve Mathematical Word Problems
Go to page
Why?
Share: Why do visuals and diagrams help us solve word problems?
Other ways and times to use this strategy?
Self-Regulated Strategy Development (SRSD)
SET THE CONTEXT FOR STUDENT LEARNING:
- Talk about math word problems and why they seem hard
DEVELOP THE STRATEGY:- Talk about viualizing - pictural vs schematic
SUPPORT THE STRATEGY:- Model the strategy and different types of diagrams
GUIDED PRACTICE:- Examples and Non-examples
INDEPENDENT PRACTICE:- Partner Pairs
GENERALIZATION AND WRAP-UP:RV-PCC Song
Self-Monitoring Checklist across 3 days of independent practice.
Vocabulary list: