# MATHLETICS

## Math Competency Depends On:

#### Visual-spatial skills

#### Concentration

#### Understanding numbers

#### Language skills

#### Working memory

**Memory difficulties particularly are apparent when a dyscalculia student lacks a solid conceptual understanding of the process they are attempting. For example, if a student understands the process ****of long multiplication, he is far less dependent on remembering the steps in the process and the task is much easier. **

Students with Dyscalculia may suffer a ** double deficit** in that not only do they have a

**which underlie the process they are attempting to complete, but also have**

*fragile grasp of the concepts***for the steps they have been taught and the number facts needed to perform mathematical tasks.**

*poor working memory*At SPS Atlanta, we use the right combination of approaches that are best suited for each individual student. Often we find __On Cloud 9 Math__ is most effective when combined with the __KeyMath3__ research-based program and our knowledge of the language of math, processing speed, and working memory.

Our understanding of Dyscalculia guides our instruction and use of resources and materials to provide additional strategies that stand-along programs do not always include (e.g., subitization, memorizing key number bonds, using known facts to determine unknown facts).

## FILLING IN THE GAPS

#### As Speech-Language Pathologists, we understand the importance of:

#### Presenting material in a meaningful way so that our students enjoy the instructional experience

#### Teaching strategies that reduce the complexity of math

#### Allowing time to practice as we discover which strategies are most effective for the student to use what he has learned

#### Discussion, innovation, and creativity so that math is fun! A positive experience influences retention which increases the likelihood that learning will be applied in other contexts

We follow a specified instructional sequence (which aligns with the common core standards) that ** maximizes opportunities for students to integrate and apply concepts and skills**.

## ASSESSING THE TOOL BOX

We use the __KeyMath3 Diagnostic Assessment__ (considered to be the “gold standard” math assessment) to identify any difficulties in the following content areas:

#### Basic Concepts

Foundational knowledge

#### Operations

Computational skills

#### Applications

Apply concepts and use skills to solve problems

When we use an integrated approach designed to address a student’s unique difficulties (e.g., OnCloud9 Math, KeyMath3, and our knowledge of Dyscalculia), we are able to teach a broad spectrum of math concepts and skills, from early experiences with numbers to later experiences such as simplifying fractions and determining probabilities.

750 Hammond Drive

Building 4, Suite 100

Atlanta, Georgia 30328

404-459-9192

frontoffice@sps-atlanta.com