Remediation Plans/Activites

Reys, Suydam and Lindquist (1995) recommend the following:

"Effective remediation begins with effective diagnosis. Once teachers have a clear picture of a child's needs, they can plan activities to provide the missing prerequisites that are at the source of a difficulty, develop the understanding that has been missed, provide the practice that is needed, and give the encouragement that is so vital in effective remediation.

In some situations groups of pupils who need help on a particular point can work with a teacher, similiar to the way reading groups used to work. At other times, teachers will need to work one-on-one with individual students. Research has indicated some pointers for effective remediation (Driscoll l98l):

1. Involve the child in planning his or her remedial program.

2. Design remedial instruction to be different from previous instruction.

3. Provide multisensory experiences.

4. Guide the child from a concrete, intuitive understanding of mathematical ideas toward being able to represent his or her understanding verbally and symbolically.

5. Encourage the child to estimate answers.

6. Have the child use a calculator." (p.49)