Implementing KeyMath approach for assessment, learning, and teaching for an inclusive middle school classroom in British Columbia

Abstract

Mathematical pedagogy has a large body of research as it pertains to both typically achieving students and learners with special needs, particularly math disabilities. The label of mathematical disability is dependent on several types of assessments that measure various aspects of cognition related to mathematical skill. Rural school districts, such as the one where this project started, have limited resources to assess and instruct learners with mathematical disabilities. This project made use of the KeyMath-3 diagnostic assessment in the construction of classroom math units using the KeyMath-3 diagnostic assessment that guides diagnosis of math disability. This diagnostic assessment was used as a focus for the language and types of questions used in various mathematical units. The British Columbia Ministry of Education math curriculum, KeyMath-3 diagnostic assessment, and IXL.com math program were all analyzed to find common language and goals as the focal points for the lessons. Probability, Pythagorean Theorem, Algebraic Expression, and Surface Area units were constructed at the Grade 8 middle school level using this approach to make learning accessible to learners with math disabilities while simultaneously allowing stronger math learners to fully express their levels of mathematical understanding. The combined use of diagnostic assessment, curricular goals, and support programs analyzed in this project allows for the construction of math units that could improve the understanding of all math learners, especially those students with math disabilities.