## Teaching Math to Special Needs Children

When it comes to teaching special education, there is a whole other set of rules, guidelines and challenges you need to be aware of as a teacher, especially when it comes to a subject like math. However, math is an important class, just as a very important as any other class such as spelling and reading. Math will help improve on things like cognitive abilities, life skills, job skills, and other financial transactions. When it comes to teaching math, you don’t have to be a top teacher in NJ, but you do have to create and have the ability to create a lesson plan that is customized to fit the needs of each child - their needs, their abilities, and also their limitations. Here are a few things you need to be aware of when it comes to teaching special needs children math.

Automaticity is a complex yet proven method to teaching kids about math. As one website put it "Automaticity is the point at which something is automatic. When referring to memorization of the math facts, automaticity means that the student can recall a math fact without having to think about it. Memorization (See why students should memorize the math facts) is not complete until the student attains automatic recall of all the math facts." This is essentially a strategy in which a student can come up with an answer to a math problem by extended practice of basic operations in math. It has less to do with everyday math procedures and more to do with complex reasoning.

Believe it or not, a lot of the things we know now as adults, were things that we memorized. Children are the same when it comes to math at a younger age. There have been an array of studies that show that memorizing math facts is a good way to improve student performance. It all sounds more complex than it has to. The main point is to understand that when a child memorizes certain math facts, they tend to do better in math than students that don’t. It’s a theory that when a child learns to memorize something, the other parts of their brain used for logical thinking are freed up. Logical thinking allows a child to focus on the issue at hand and figure out the problem better and easier. Memorizing things like math also helps with heightening a child’s self-esteem as well as reduce stresses about math like anxiety and stress.

When it comes to a

Another factor to consider, especially when it comes to special education math is to consider using instruction by peers teaching. The process is simple; pair students together with differing abilities to practice their math lessons i.e.; one child that is good at multiplication, while another is good at fractions. Allow them to teach lessons to each other as student vs. teacher. Have each one of the partners perform a certain duty/role in the game. When it comes to around half way through the game, you can switch rules and have one be the student and the other be the teacher, etc.

**Building Automaticity When It Comes To Math Facts**Automaticity is a complex yet proven method to teaching kids about math. As one website put it "Automaticity is the point at which something is automatic. When referring to memorization of the math facts, automaticity means that the student can recall a math fact without having to think about it. Memorization (See why students should memorize the math facts) is not complete until the student attains automatic recall of all the math facts." This is essentially a strategy in which a student can come up with an answer to a math problem by extended practice of basic operations in math. It has less to do with everyday math procedures and more to do with complex reasoning.

**Memorizing Math Facts**Believe it or not, a lot of the things we know now as adults, were things that we memorized. Children are the same when it comes to math at a younger age. There have been an array of studies that show that memorizing math facts is a good way to improve student performance. It all sounds more complex than it has to. The main point is to understand that when a child memorizes certain math facts, they tend to do better in math than students that don’t. It’s a theory that when a child learns to memorize something, the other parts of their brain used for logical thinking are freed up. Logical thinking allows a child to focus on the issue at hand and figure out the problem better and easier. Memorizing things like math also helps with heightening a child’s self-esteem as well as reduce stresses about math like anxiety and stress.

**Visuals Rather Than Words on Paper**When it comes to a

**top teacher in NJ**, they know that not everyone learns the same way. This is why a lot of teachers, especially when teaching something like math, choose to go the visual route, rather than the paper route. By visuals I mean things like cubes, play money, flash cards, etc. I think you’ll agree with me that when it comes to things like money problems i.e.; If you have $10.00 and spend $5.50 you have X amount left, it’s much easier to figure out the problem at hand when you have a visual representation rather than words on a piece of paper or in a book. If you have a child that isn’t learning math as quickly as they should be, or they really seem to be struggling, consider adding visuals to their study, rather than trying the same thing over and over again and failing over and over again - this can be frustrating on your part, and induce a sense of failure on their part for not "getting" it. Try something different, maybe it will help or maybe it will make something else click.**Instruction by Peers**Another factor to consider, especially when it comes to special education math is to consider using instruction by peers teaching. The process is simple; pair students together with differing abilities to practice their math lessons i.e.; one child that is good at multiplication, while another is good at fractions. Allow them to teach lessons to each other as student vs. teacher. Have each one of the partners perform a certain duty/role in the game. When it comes to around half way through the game, you can switch rules and have one be the student and the other be the teacher, etc.