*With the strong demand for language and conceptual development in problem solving, we will highlight aspects of the teacher and student's roles and the importance of discourse.We will provide some strategies for working through mathematical problems, questioning, and assessment.We are making the assumption that the determination of a learning disability was made using best possible assessment practice.*

*With the strong demand for language and conceptual development in problem solving, we will highlight aspects of the teacher and student's roles and the importance of discourse.*We will provide some strategies for working through mathematical problems, questioning, and assessment.We are making the assumption that the determination of a learning disability was made using best possible assessment practice.

Some teachers distribute three postable notes to each student.

Students write one fact they know about the topic on each postable note and place them in a basket.

With KWL, teachers ask students to identify: Pre Reading Plan (PREP) is a strategy that helps the teacher to determine the prior knowledge and vocabulary that students have on a given topic (Langer, 1982). Cooperative learning and assessment: A viable alternative for language minority and bilingual students.

The teacher asks the students to tell her or him everything they know about the topic. Either the students give information verbally in an open discussion, or they contribute first in writing and then verbally. Cooperative Learning: The Magazine for Cooperation in Education, 13(1), 9-11.

The following inventory also provides information for teachers to use in order to identify strategies that can be taught to develop and strengthen the language and concepts of mathematics.

We have included an Inventory of Student Skills for Mathematics Problem Solving in Appendix A that can be used as an observational checklist for collecting assessment data.

As students are discussing what they know, the teacher can prompt further discussion with questions such as "What made you think of…?

" "Do you want to add or change your first response?

It is recommended that text with no more than three paragraphs be used in this exercise.

Question-Answer Relationship (Q-A R) strategies assist students in examining information provided by the author of the text (Raphael, 1986). Smith-Burke (Eds.), Reader meets author/Bridging the gap.

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