Two years of classroom research at the University of North Carolina at Charlotte have shown the program to be highly effective in teaching math skills aligned to NCTM standards to middle and high school students with significant intellectual disability.
All students can have their own consumable MathWork book with 68 unique lessons that begin with a real-world story. These stories are illustrated with picture cues and read to students, so no minimum reading level is required. Each story presents a problem and a graphic organizer for students to work out the solution by writing or placing manipulatives. Lessons are taught with fading levels of support. Covers Geometry, Algebra, Data Analysis, and Measurement.
The Curriculum includes a MathWork Student Book, MathWork consumable Student Workbook, Implementation Guide, 11 problem solving posters, counting manipulatives, staff training DVD, reproducible image library on disc, and PDFs of student materials and adaptations. The Curriculum Plus includes the Curriculum plus a total of 10 consumable Student Workbooks, 10 of each Extension Activity Book, the GoWorksheet Maker iPad App, a set of corresponding GoWorksheet activities, and samples of communication overlays.
● Appropriate for ages 12–21
● Effective with students with moderate-to-severe intellectual disability or autism
● Accommodates multiple methods of responding
● Age-appropriate student books
● Incorporates hands-on learning
By Katherine Trela, PhD, Bree Jimenez, MEd, and Diane Browder, PhD. MathWork student book is printed in color, spiralbound, 149 pages; Implementation Guide, spiralbound, color, 238 pages, 2008.
Supporting Research Articles:
Browder, D. M., Jimenez, B. A., & Trela, K. (2012). Grade-aligned math instruction for secondary students with moderate intellectual disability. Education and Training in Autism and Development Disabilities, 47, 373-388.
Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight. V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education, 46, 26-35.
Related Research Articles:
|Author||Katherine Trela, PhD; Bree Jimenez, Med; Diane Browder, PhD|