Toolkit Review - E-ATRC

Mathematics Tool Kit

What tools are in the Mathematics Assistive Technology Tool Kit?

• Money calculator:Who is it for? This calculator is for anyone learning money math, or who has trouble with money math, of any age.
  What does it overcome? This calculator aids someone who a) is just learning how to do money math b) needs help with money math when going shopping or saving money
• Multiplication and Division Wheel:Who is it for? Younger students struggling with multiplication/division facts fluency
  What does it overcome? Division/multiplication fact fluency problems
• Time Wheel:Who is it for? Young students learning to read an analog clock/associating it with digital time
  What does it overcome? Difficulties reading an analog clock/associating it with digital time
• Hot Dots Flashcards:Who is it for? Students learning multiplication facts
  What does it overcome? Allows students to work on their own; the pen identifies if the students’ answer is correct or not, without having a second person going through the flashcards with him/her, promotes a sense of independence, and helps students to practice their multiplication facts
• Fraction Ruler:Who is it for? Students working with understanding fractions
  What does it overcome? Provides quick conversions on the back of the ruler, gives a comparison between fractions (one on top of the other) in order to overcome misconceptions or no conceptions about fractions
• Elapsed Time Ruler:Who is it for? Students working with the concept of time, or using time in math
  What does it overcome? Misunderstanding of the concept of time, or difficulty visualizing time in math questions
• Master Fraction Shape Flip Book:Who is it for? Students working with understanding fractions
  What does it overcome? Provides quick reference conversions on the back as well as a visual representation of color coded fraction shapes
• Big Number Talking calculator:Who is it for? People with visual impairments
  What does it overcome? If a person can’t read the numbers entered or the answer that appears on a normal calculator, the numbers are much bigger, and the sound can be turned on so the numbers are said aloud.
• Visual Math Dictionary:Who is it for? Students researching different rules/operations of math, or student clarifying something in math for themselves without asking a question in class
  What does it overcome? If students have access to a visual math dictionary, then they may not need as much one-on-one attention with the teacher and can accelerate their learning and individual work
• Fraction Strips/Decimal Strips:Who is it for? Students working on understanding the relationships between fractions and other fractions, between fractions and decimals, and between fractions, decimals, and the whole.
  What does it overcome? Confusion about the relationships between fractions and the whole
• 1-100 Number table:Who is it for? Students who don’t have number sense, or are working on skip counting
  What does it overcome? Confusion about number sense, skip counting, etc.
• Fraction Calculator:Who is it for? Students with trouble adding, subtracting, multiplying, dividing and understanding fractions.What does it overcome? The need to solve fraction equations by hand or mental math. This could speed up the process of more complex problems by eliminating any arithmetic errors with fractions.

 Other Resources:

There are many different tools available that can help students with math specifically as well as a variety of tools that can help students in multiple situations such as adaptive writing utensils (weighted, larger for grip, writing bird) reading equipment (magnifying glasses, Braille, large print keyboards) as well as small mathematical manipulatives that are available in all sorts of typical classrooms (unifix cubes, pattern blocks, fractions circles, etc). These are all pieces of assistive technology for students having trouble with mathematics. Also available are a variety of computer programs and games that help students practice skills in a more interesting and engaging environment, such as the following.

Computer Programs

I reviewed two separate computer programs for students to work on in math. Both programs are for ages eight to twelve, and are similar to video games; trying to draw on students’ interest.

Calculating Crew

The format is that the student joins the team of superheroes and works with them to solve problems including number lines, fraction comparison, etc.

Formats include locating numbers on a number line, addition and subtraction, and multiplication on a number line. The number lines available in the game are 0-1 (decimals), 0-1 (fractions), 0-10, 0-100, and 0-1000. Students can select which game and which number line to use.
This game is appealing to the younger students who may use it, but I would be concerned that it may seem a little cheesy to students who are a bit older. The game thoroughly covers information concerning number lines, but does not provide practice for any other mathematical concept. This program would be useful for a student who needs work specifically with number lines. One concern I had was with the amount of feedback the student gets for correct or incorrect answers. The stimulation for both on this game was pretty similar, so the reinforcement for correct answers isn’t really that high.

Mindtwister Math

The format of this program is that the student is on a game show, in a brother and sister’s basement. The game show consists of a variety of games that include: measurement, rounding and estimates, money sense, number lines, comparisons, logic, place value, pictures to statements, and more. The commentary of the two kids running the ‘game show’ is more interesting than that of the Calculating Crew, and I think would appeal to a wider age range of students. There are four difficulties to be set at the beginning of the game. Another interesting aspect of this game is that it can be cooperative. Up to three students can play at a time. The game itself is competitive, but the mini-games within the ‘game show’ are sometimes cooperative.

One thing that I would prefer with this game is more positive reinforcement for correct and answers, and less for incorrect answers. The difference between getting a correct answer (fireworks on the screen) and getting an incorrect answer (what looks like a power short-out), is not really that far apart, and students may be more encouraged by the incorrect response than by the correct response.