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Method of Teaching Mathematics


             Methods of Teaching Mathematics
             Teaching mentally challenged students mathematics can be a very difficult and
             complicated task. There are numerous methods that teachers use to teach these children, yet
             some are much more effective than others. There are different classroom settings that enable
             students with mental handicaps to learn more effectively and others which hinder learning.
             Guided learning is when the teacher goes through a step by step process of solving problems.
             Self initiated learning is when the students tries to reach conclusions based on previous
             knowledge. The Master Program and concrete to representational to abstract styles of learning
             are two ways of teaching mentally challenged children. These procedures can also be applied to
             other areas of learning. Certain methods of teaching mathematics to mentally challenged
             students are more effective than others.
             While there are three different types of classroom settings in which mentally challenged
             students are taught, one setting allows the child to grow and learn more efficiently.
             The first classroom setting is one in which the mentally challenged students are mixed in
             with those students who have general learning disabilities. This is a resource type atmosphere, where some of the students may also participate in a normal classroom for a part of the day.
             "...The resource room, half-time placement in special education with the balance of the day in
             general education classes  (Patton 82). This type of classroom is somewhat effective in teaching
             the students, though not completely. While they use more specific ways of teaching mentally
             challenged students than in a normal classroom, these methods are often aimed towards students
             with mild learning disabilities. The methods that work for those with learning disabilities are not
             necessarily effective in teaching those that are developme


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