Tool Configuration:
{"tool":"checklist","version":1,"description":"","directions":"","lists":[{"editable":true,"title":"List: Student Math Competencies","description":"<p>This list contains a broad sampling of independent student skills essential for math success.</p>","items":[{"text":"NUMBER SENSE: ACCESSING INTERNAL NUMBERLINE. The student can efficiently and accurately access an internal (mental) number-line--and does not rely on use of a physical counting strategy such as counting on fingers.","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"SPATIAL ORIENTATION: CUES AND DIRECTIONS. The student is able to accurately follow spatial cues and directions on math problems, such as 'place the circle above the triangle'.","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"GRAPHOMOTOR: LEGIBLE NUMBERS. When engaged in math problem-solving, the student writes numbers with sufficient care that he or she can later correctly 'read' those hand-written numbers when completing further calculations.","notes":"Rourke, B. P. (1993). Arithmetic disabilities, specific & otherwise: A neuropsychological perspective. Journal of Learning Disabilities, 26, 214-226."},{"text":"GRAPHOMOTOR: CORRECT VERTICAL ALIGNMENT. During computation, the student correctly aligns numbers in vertical columns.","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"UNDERSTANDING MATH VOCABULARY. When reading math explanations or word problems, the student understands the definitions of essential vocabulary terms.","notes":"Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8), 786-795."},{"text":"MATH PROBLEM: CORRECT SEQUENCE OF STEPS. When using a multi-step math algorithm or heuristic, the student follows each step correctly and in the proper sequence--without leaving out essential steps or adding extraneous steps.","notes":"Rourke, B. P. (1993). Arithmetic disabilities, specific & otherwise: A neuropsychological perspective. Journal of Learning Disabilities, 26, 214-226."},{"text":"MATH PROBLEM: SHOW WORK. On in-class, homework, and test math problems, the student shows all of his or her work, to allow both the student and the instructor to reconstruct the student's problem-solving approach.","notes":"Paul Dawkins (2006). How to study mathematics. [Lamar University]. Retrieved on August 28, 2012, from http://tutorial.math.lamar.edu/"},{"text":"MATH PROBLEM: UNDERSTAND BEFORE SOLVING. On in-class, homework, and test math problems, the student takes sufficient time to read and fully understand the problem before attempting to solve it. ","notes":"Paul Dawkins (2006). How to study mathematics. [Lamar University]. Retrieved on August 28, 2012, from http://tutorial.math.lamar.edu/"},{"text":"MATH PROBLEM: DRAW IT. On in-class, homework, and test math problems, the student attempts to draw the problem when appropriate, as a visual representation can often clarify understanding.","notes":"Paul Dawkins (2006). How to study mathematics. [Lamar University]. Retrieved on August 28, 2012, from http://tutorial.math.lamar.edu/"},{"text":"MEMORY: NUMERIC VALUES. The student correctly remembers constants or other significant numeric values that require memorization.","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"MEMORY: RETRIEVAL OF MATH FACTS. The student is able to rapidly retrieve math facts from memory for use in mental computation.","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"ANSWER CHECK: FOR PROBLEMS WITH POSITIVE VALUES, ENSURE A POSITIVE ANSWER. When completing a math problem whose solution logically must be a positive value (e.g., units of volume or area), the student checks his or her answer to ensure that it is not a negative number.","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"ANSWER CHECK: PLUG ANSWERS INTO PROBLEMS. Upon solving problems containing variables, the student checks his or her work by plugging the answer(s) back into the original problem to verify that the solution is correct.","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"ANSWER CHECK: PLAUSIBILITY. After solving a math problem, the student reflects on his or her answer to ensure that it appears reasonable given the problem inputs. If the student notes an answer that seems extreme, the student checks his or her work.","notes":"Rourke, B. P. (1993). Arithmetic disabilities, specific & otherwise: A neuropsychological perspective. Journal of Learning Disabilities, 26, 214-226."},{"text":"ANSWER CHECK: VERIFY THAT UNITS IN PROBLEM AND SOLUTION MATCH. The student monitors the units presented in a word problem and checks to see that the solution is expressed in the same units (e.g., for a problem requiring an answer in square inches, the student verifies that the answer is also expressed in square inches--instead of cubic centimeters).","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"ASSIGNMENTS: TIME EFFICIENCY. The student is able to complete math assignments (in-class, homework, and tests) within the time allocated.","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"FRACTIONS: ADDITION OR SUBTRACTION. When adding or subtracting fractions, the student (1) adjusts the fractions to find the least common denominator; (2) adds or subtracts the numerators; and (3) simplifies the resulting sum or difference if needed.","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"FRACTIONS: DIVISION. When dividing fractions, the student (1) converts the second fraction to its reciprocal (reverses numerator and denominator); (2) multiples the first fraction by the reciprocal term; and (3) simplifies the resulting product if needed.","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"FRACTIONS: PLACEMENT OF FRACTION SEPARATOR. When writing fractions that include a combination of numbers and variables, the student separates the numerator and denominator with a horizontal line and positions each variable carefully so that it is clear whether that variable is associated with the numerator, denominator, or entire fraction.","notes":"Paul Dawkins (2006). Common math errors. [Lamar University]. Retrieved on August 28, 2012, from http://tutorial.math.lamar.edu/"},{"text":"OPERATORS: IDENTIFYING OPERATOR SIGNS. The student correctly identifies operator signs appearing in math equations (e.g., +, -, x, ÷).","notes":"Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8), 786-795."},{"text":"OPERATORS: ORDER OF OPERATIONS. When solving mathematical expressions with mixed operations, the student correctly observes the order of operations (e.g., completing multiplication before addition).","notes":"Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168-177."},{"text":"NEGATIVE SIGN AND VARIABLES. The student understands that putting the negative sign (-) in front of a variable (e.g., x) does not automatically assign the variable a negative value. (For example, if the variable x = -4, then -x will actually equal 4.)","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"PROBLEM FORMAT: USE OF BRACKETS. When setting up a math problem, the student correctly uses brackets as needed to identify which operations should be completed first.","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"},{"text":"COMMUTATIVE RULE. DON'T OVERGENERALIZE. The student understands and correctly applies the commutative rule (i.e., that 2 operations can be carried out in either order with the same result). For example, x+4 = 4+x and is therefore commutative, but sin 2x ≠ 2 sin x and is therefore not commutative.","notes":"Schechter, E. (2009). The most common errors in undergraduate mathematics.[Vanderbilt University]. Retrieved on August 28, 2012, from http://www.math.vanderbilt.edu/~schectex/commerrs/"}]}],"reports":[{"id":1348406003045,"title":"Checklist: Essential Math Competencies","description":"<p>This listing allows the teacher to evaluate whether a student has essential math competencies via interview, direct observation, and/or analysis of work products.</p>","columns":[{"header":"Math Competency","type":"item","width":20},{"header":"Research Citation","type":"notes","width":10},{"header":"Student Displays Skill? Y/N ","type":"blank","width":10}]}]}