Tara DiscepoloTara DiscepoloKaren Gozzo-ScanlonKaren Gozzo-Scanlon

Jen JakielaJen Jakiela

Justin PiwonskiJustin PiwonskiKelly YoungKelly Young

TouchMath ReviewTouchMath ReviewProcedures and Implementation Procedures and Implementation

StrategiesStrategies

Green GoblinsGreen Goblins

SPED 517

12/03/07

• TouchMath is the leading multi-sensory teaching approach that bridges manipulation and memorization.

• Innovative math-learning system specifically designed to help young students develop math skills.

• Instills lifelong love of math, instead of the fear many children feel when tackling this subject.

• It works- students interact directly with numbers.

Philosophy of the Program

• Students see, say, hear, and touch numbers in order to arrive with the correct answers without guessing.

• Auditory reinforcement, flashcards and timed tests.

• Students learn the math facts they need to succeed.

• Utilizes sequential learning strategies.

Philosophy of the Program

Supporting Research using Evidence Based Practice Identification Criteria (CEC)

• TouchMath multisensory approach meets the recommendations by Gardner (1993) who has suggested a variety of approaches to match the variety of multiple intelligences in the classroom.

• Scott (1993) examined the effects of a multi-sensory program called TouchMath with three (3) fourth grade students with mild disabilities. Her results show that it can be an effective tool in teaching addition and subtraction with and without regrouping. The subjects had success in maintaining and generalizing the TouchMath approach to other mathematical problems.  

• Hanrahan (2000) discussed research that had success teaching addition and subtraction to a small group of mildly to moderately intellectually disabled children using an adaptation of the TouchMath approach.

Supporting Research using Evidence Based Practice Identification Criteria (CEC)

• Mather & Goldstein (2001) recommended using the TouchMath

approach with children who have weakness in the processing block. They benefit from a multi-sensory approach to learning math facts. The visual, auditory, and motor skills of the symbolic blocks are used to aid memorization.

 • Research has shown that the TouchMath approach appeals to

children through three distinctive learning styles: auditory, visual, and tactile.

Pros of Touch Math

• Students interact directly with

numbers

• Multisensory/tactile

• Makes math concepts visible to students

• Free materials before you buy

Cons of Touch Math

• High cost

• Regular education teachers will need extra support when first implementing

Target Audience

• The target audience for TouchMath is pre-K to 12th grade and includes children with learning disabilities and children of different aptitudes, learning styles, and cultures.

• TouchMath has become the most accepted and widely used basic math supplement in general classrooms, special education, Chapter 1 programs, and home learning environments, throughout the United States and in many foreign countries.

Understanding the Student

• Does the child have difficulty comprehending Math problems?• Is the child very concrete?• Does the child need visual cues to perform math

operations easily?• Does the child have working memory issues?• Is the child behind in Mathematics?• Does the child have learning problems? • Is the child a Special Education student?• What is the current grade level that the student is performing at? What else to look at:• Previous grade level Math tests• Curriculum reviews• Standardized tests if the child is being tested for Special Education• CMT Scores/prior assessments.

Compare and Contrast

• Class notes and text TouchMath• “Students must be taught relevant concepts and meanings associated

with addition and subtraction” (Mastropieri, 2002, p. 175).

• We need to create authentic mathematic learning contexts. If students do not know the meaning of addition and subtraction, they will have trouble with problem-solving examples (Mastropieri, 2002, p. 175).

• Students need to learn concrete – to representational-to-abstract instruction (C-R-A Instruction).

• “Addition and subtraction concepts are generally communicated through manipulation of concrete objects and use of count-ons” (Mastropieri, 2002, p. 175).

• If student are not instructed in math appropriately, they will feel anxiety, experience lack of motivation, and will avoid math (Prof. Senft, class notes).

• Students with mathematical learning disabilities have trouble “understanding mathematical concepts and executing relevant procedures and choosing among alternate strategies. Teachers need to discuss the relevance/meaning of the skill/concept” (Prof. Senft, class notes)

• Work Cited• Mastropieri, M.A., & Scruggs, T.E (2002) Effective Instruction for Special Education (3rd ed.). Austin:

Pro-ed.

Compare and Contrast

• The TouchMath program has been designed to cultivate rote memory skills, but the program also develops their understanding of underlying concepts.

• “We teach children to associate numerals with real values, actual number quantities. Children learn that the numeral five is not just a word or a squiggle on a page. The five represents something and has meaning” (TouchMath, December 4 2007).

• TouchMath ensures success for students at the concrete level of development first. It then moves to a pictorial level at the students’ pace. After these needs are met, student use symbolic math learning, or memorization. “They see, say, hear and touch the numbers, in order to arrive at the correct answers, without guessing” (TouchMath, December 4, 2007).

• A student receiving TouchMath once felt frustrated with using memorization and flashcards. After using TouchMath, she liked going to school and enjoyed math.

• Students with mathematical learning disabilities using TouchMath will “always have computational accuracy in real-life situations” (TouchMath, December 4, 2007).

•Work Cited

• http://www.touchmath.com/storeworks/searchresults.cfm [2007 , December 4]

• Student progress can be monitored in a variety of ways:

• Curriculum based assessments, such as worksheets, projects, quizzes etc. tests can also be timed.• Pre and post testing• Peer mentoring • Continuous evaluation will point out weaknesses to work on• Teacher feedback and encouragement• Visual observations• Have parents work with student at home to reinforce learning

• As the student continues to use Touch Math, and math facts improve, watch for his/her hand to be raised in response to questions asked.

Student Progress

Addressing Learning Differences

• Attention: TouchMath gets children involved, actually having to use tactile inputs to figure out answers. Colorful materials also keep children focused and interested.

• Spatial and Sequential Processing: Students touch and see the numbers and can sequence them by how many times they touch them. Uses sequential learning techniques used by Jean Piaget and Jerome Bruner.

• Language: students associate what they see, hear, touch with what they say, which will help language. Flashcards and timed tests could be accommodated for if student had major language difficulties.

Addressing Learning Differences

• Memory – Touch Math is great for working memory because the student can retain the number as they are counting due to the multi-sensory approach of this program. Touch Math specializes in teaching students who have difficulty with memory issues, it is mostly targeted for students with short-term memory issues.

• Higher-order thinking –Lessons can be created in combination with the Touch Math program to promote higher-order thinking. For example, students could draw the number of objects on the number or complete worksheets with the touch math number. Incorporate technology, etc. I would also ask higher order thinking questions such as “Why did you touch those dots twice? If there was a dot with two circles around it, how many times would you touch it?”

• Motor Skills – the program incorporates fine motor because the student uses their finger to touch the dots or objects on the number.

Gross motor can be incorporated by drawing a large number and dots on the sidewalk outside and having the child jump on the dots. 55055

This has been aGreen Goblin Presentation

hosted by your classmates:

Tara DiscepoloKaren Gozzo-Scanlon

Jen JakielaJustin Piwonski

Kelly Young

The End