Introduction to Mathematics Education and Learning Disabilities

This set of vocabulary flashcards covers key terminology related to mathematics learning disabilities, developmental number skills, levels of instructional practice, and assessment methods based on the lecture transcript.

Mathematics

A symbolic and universal language used to think about quantity, record information, communicate mathematical ideas, and solve problems.

Mathematics difficulties

Refer to poor math performance.

Mathematics learning disabilities (MLD)

A biologically based neurological disorder affecting mathematical learning, found in approximately $6\%$ of the general population.

Dyscalculia

A severe mathematics disability with neurological origins that significantly impairs mathematical abilities.

Number sense

The ability to understand and think about quantity, forming the foundation for all later mathematics learning.

One-to-one correspondence

Matching one object in one group with one object in another group.

Counting-all

Counting every object from the beginning to find the total.

Counting-on

Starting with the larger number and counting forward to make addition more efficient.

Spatial relationships

Understanding position, distance, direction, sequence, and order, such as over/under, near/far, and top/bottom.

Visual-motor skills

Skills that combine vision and movement to copy shapes, write numbers, and complete written work.

Visual perception

The ability to recognize and interpret visual information, including numbers, shapes, and symbols.

Math anxiety

An emotional reaction to mathematics characterized by fear, stress, nervousness, and reduced confidence.

Manipulatives

Hands-on objects such as blocks, counters, or cubes used to make abstract mathematical concepts concrete.

Concrete level

The first level of mathematics instruction where students learn by using real objects and manipulatives.

Semiconcrete (Representational) level

The instruction level where students replace real objects with pictures, drawings, tallies, or diagrams.

Abstract level

The final level of mathematics instruction where students solve problems using only numbers, symbols, and mental reasoning.

Direct instruction

An explicit, structured, step-by-step method of teaching mathematics involving clear objectives, task analysis, and continuous assessment.

Learning strategies instruction

Teaching students specific problem-solving strategies so they become independent mathematics learners.

Formal mathematics assessments

Standardized tools such as survey tests, group survey tests, achievement tests, and diagnostic mathematics tests.

Informal mathematics assessments

Assessment methods including informal inventories, error analysis, and curriculum-based assessment (CBA).

Curriculum-based assessment (CBA)

A four-step informal assessment process: 1. Identify target skills, 2. Determine objectives, 3. Develop test items, 4. Establish achievement criteria.

Secondary mathematics curriculum content areas

The six major areas: Number and Quantity, Algebra, Functions, Modeling, Geometry, and Statistics & Probability.