Teaching Multiplication Using the Montessori Approach for a Dyscalculic Student

As a special educator, my journey teaching a dyscalculic student multiplication through the Montessori approach has been both challenging and tremendously satisfying. My student, Zoya, struggled with basic math concepts and often felt overburdened by traditional methods. Introducing the Montessori method, specifically the arrays method, brought a significant transformation in Zoya's learning experience.

Initial Assessment and Challenges

When I first met Zoya, her fear of Maths was evident. The numbers appeared to be an unbreakable barrier. She had difficulties with number sense, which is a common issue for students with dyscalculia. The goal was not just to teach multiplication but to build her confidence and foster a positive relationship with math.

Implementing the Montessori Approach

The Montessori approach emphasizes hands-on learning and self-discovery, which is particularly effective for students with learning difficulties. I introduced Zoya to multiplication using arrays, a visual and tactile method. We started with concrete materials like counters, beads, and grid papers.

Learning by Doing

We began with simple arrays. For instance, to teach 4 x 4, I provided 16 counters and a grid. Zoya arranged the counters into four rows of four. This visual representation helped her understand that multiplication is essentially repeated addition. We used colourful counters, which added a sensory element to the learning process, making it engaging and more interesting.

Progress and Breakthroughs

Initially, Zoya required a lot of guidance. I modelled the process multiple times, encouraging her to create arrays for different multiplication facts. Gradually, I noticed a shift. Zoya began to anticipate the patterns, understanding the concept of grouping and the commutative property of multiplication. She was able to see that 3 x 5 was the same as 5 x 3 by simply rearranging the counters, reinforcing her comprehension.

The moment of breakthrough came when Zoya independently created an array for 6 x 6 and proudly announced, "It's 36!" This was not just a mathematical achievement but a significant boost to her self-esteem. The physical act of arranging and counting made the abstract concept of multiplication tangible for her.

Reflections on the Teaching Process

Teaching Zoya through the Montessori approach reinforced my belief in the power of hands-on learning. It was crucial to adapt the pace to her needs, ensuring that she felt secure and supported throughout the process. The use of arrays provided a clear structure, which is essential for dyscalculic students who often struggle with abstract concepts.

One key takeaway was the importance of patience and positive reinforcement. Celebrating small victories kept Zoya motivated and willing to tackle more challenging problems. The Montessori method's emphasis on self-paced learning allowed Zoya to build a solid foundation without the pressure of keeping up with a rigid curriculum.

To sum up, Zoya’s journey has demonstrated that the Montessori approach is an effective way to help children with learning disabilities like dyscalculia.

Take Action. Support Inclusion. Like and share the article if you find it helpful. Please feel free to drop in your queries and follow #specialeducator @ www.sheenspecialneeds.com