Department Of Teacher Education

 Characteristics of Gifted in Mathematics,

Characteristics of Mathematically Backward
Students and
 Characteristics of Learners with Dyscalculia
 Identifying Gifted Students – Characteristics
of Gifted in Mathematics.
Introduction:
 The highly able mathematics students
independently demonstrates the ability to display
mathematical thinking & have a keen awareness
for quantitative information in the world around
them.

 They can think logically &

symbolically about quantitative,
spatial & abstract relationships.

 Reason analytically, deductively,

& inductively.
A highly able mathematics student:
 Demonstrates the ability to work, communicate &
justify mathematical concept both verbally in and
writing.
 Transfer learning to novel situations.

 Formulate probing mathematical

questions that extend or apply
concepts.
 Persist in their search for solutions
to complex, ‘messy,’ or ‘ill-defined’
tasks.
 Organize information & data in a variety of ways to
disregard irrelevant data.
 Grasp mathematical concepts & strategies quickly,
with good retention (power of remembering) &
relates with real-life situations.
 Solve problems with multiple & alternative
solutions.
 Use mathematics with self-assurance.
 Take risks with mathematical concepts.
 Apply estimation & mental computation
strategies.
 Apply extensive & in-depth knowledge
of a variety of major mathematical
topics
Introduction:
A mathematically backward learner is one whose
educational attainment falls below the level of their
mental abilities in mathematics.
 Has difficulty with abstractions due to limited
cognitive capacity.
 Is not logical & creative in thinking.
 Lacks imagination.
 Is unable to detect his/her own errors.
 Has little power to transfer training.
 Low memory.
 Distraction & lacking concentration.
 Inability to express ideas.
 Also called mathematical disability.
 A structural disorder of mathematics.
 An individual can be low in mathematical
ability yet have above average IQ.
 Maths Q (Quotient): Mathematical age * 100
Chronological age
 Dyscalculia if Maths Q < 70 or 75 but average
or above average IQ
• Normal or accelerated language acquisition: Verbal,
writing, reading. Poetic ability. Good visual memory
for the printed word. Good in areas of science,
geometry (figures with logic not formulas) and
creative arts.

• Mistaken recollection of names. Poor name/face

retrieval. Substitutes names beginning with same
letter.

• Difficulty with abstract concepts of time & direction.

Inability to recall schedules, & sequences of past or
future events.
 Inconsistent results in addition, subtraction,
multiplication & division. Poor mental math ability.
Poor with money & credit. Cannot do financial planning
or budgeting. Check books not balanced. Short term,
not long term financial thinking. Fails to see the big
financial picture.

 When writing, reading & recalling numbers, these

common mistakes are made: number additions,
substitutions, transpositions, omissions & reversals.

 Inability to grasp & remember math concepts, rules,

formulas & sequence (order of operation) & basic
addition, subtraction, multiplication & division facts.
Poor long term memory of concept mastery, may be
able to perform math operations one day, but draws a
blank next day. Maybe able to perform.
 Poor ability to ‘visualize or picture’ the location of
the numbers on the face of the clock, the
geographical location of states, countries, oceans,
streets, etc.

 Poor memory for the ‘layout’ of things. May have a

poor sense of direction, loose things often & seem
absent minded.

 May have difficulty grasping concept of formal

music education.

 Difficulty keeping score during games or difficulty

remembering how to keep score in games like
bowling etc.
Introduction:
 The process adopted to identify and locate the area
where errors or learning deficiencies lie in educational
situations is known to be Diagnostic Testing.
 A diagnostic test may be either a standardized or
teacher made test.
 Teacher made test are more economical and more
effective as the teacher can frame it according to the
specific needs of the students.
1. Planning
2. Writing Items
3. Assembling the Test
 Detailed content analysis of area/unit where
diagnosis is required.
 The learning point is defined (concept, process
involved).
 Adequate questions for each
learning point to identify the
exact area of weakness.
 All forms of questions can be used. (Usually short
questions are used).
 Questions from each learning point
are arranged sequentially from
simple to complex (as the learner
does not have to change their
mind set frequently).
 Preparation of blueprint to be avoided.
 No rigid time limit to be specified (Only
administrative point of view time limit can be set).
 Providing directions and preparing scoring and
marking key.
 Review the test before
administering.
 Content
Enrichment

Learning Enrichment Process

Enrichment Program Enrichment

Product
Enrichment
 Content Enrichment
 Extends beyond the basic syllabus in depth and
breadth
 Covers more advanced topics whenever necessary
 Caters more to individual needs and interests
 Makes interdisciplinary connections
 Encourages the investigation of real – life problems
 Promotes the examination of affective issues in the
various subject area
 Develops higher level thinking skills
 Provides opportunities for discovery and experiential
learning
 Provides for open – ended problem solving
 Teaches research skills for independent study
 Uses varied teaching strategies to cater to different
learning styles
 Provides for small group activities
 Encourages modes of presentations beyond traditional
assignments
 Provides for creative expressions
 Reflects real – world variety
 Values authentic learning
 Provides supportive and learner – centered environment
 Supports risk – taking
 Provides a stimulating physical environment
 Provides out – of – school learning experiences (e.g.
field trips and community involvement programs)
 Provides out – of – school extensions (e.g. mentorship
attachments in collaboration with tertiary institutions)
 Remedy and treatment of backwardness is always
dependent upon the nature and extent of backwardness
present in particular child and the diagnosis of the
probable causes for such backwardness.
 Short and Simple Method Of Instruction
 Retention of Self – Confidence
 Stimulation of all Senses
Educationally backward children require short and
simple methods of instructions based on concrete
living experiences with concrete materials.
Verbal instructions must be reduced excursions, play
activities, dramatization or even games should be
introduced specially for children.
Habits of success must be developed if the child is to
retain the self – confidence which is so vital for
him/her. The teachers should lead him/her very
slowly, making sure that each step is thoroughly
mastered before the next is introduced.
The class work must be stimulating to all the sense
organs. The class teacher should seek the help of
specialists, if possible, to remedy the defects of
speech, hearing and sight.
The teacher must have great patience and firm
determination, never, to be discouraged while at the
same time recognizing the child’s limitations.
Moreover the teacher must respect the child.
Clearly students with LD are a heterogeneous group and
no single intervention can be recommended for them.
 Developing positive self concept through the use of
cooperative learning, group counseling
 Understand the student

 Begin with concrete experiences

 Relate math to real – life problems

 Develop aids for avoiding errors

 Remove frustration from learning situation

Other strategies :
 Prepare worksheet with missing math signs
 Understanding of longer and shorter – lines on
chalkboard
 Use number line to develop vocabulary
 Cards from no. 1 to 10, turn one card at a time and
ask for before after numbers
 Sand paper – operational signs
 Provide color clues – operational signs – draw boxes or
circles
 Use graph paper to organize work and ideas
 Use different approaches to memorizing math facts,
formulas, rules, etc.
 Practice estimating as a first to solve a problem
 Encourage students to work hard to “visualize” math
problems, draw pictures, look at diagrams, etc.
 Other strategies
 If possible, let students take tests one-on-one in the
instructors presence.
 Allow extra time to complete work if needed
 Be aware if students become panicky, provide
reassurance.
 Monitor student progress on frequent basis.
 Fractions viewed in relation to whole numbers
 Fraction and equal sharing – equivalent fractions
 Fractions and shapes. Draw symmetrical shapes and
fold ¼ , 1/8
 Fractions and length – long strip – ¼ , 1/8
 Draw charts to indicate fractions
 Use measurements in simple recipes
Thank
you!!!