Mathematics for Dyslexics: Including Dyscalculia
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Mathematics for Dyslexics: Including Dyscalculia, 3rd Edition discusses the factors that contribute to the potential difficulties many dyslexic learners may have with mathematics, and suggests ways of addressing these difficulties. The first chapters consider the theoretical background. The later chapters look at practical methods, which may help dyslexic learners. The book is designed to be comprehensive and to help teachers, support assistants, and parents understand the learner and to learn a range of skills and thus develop confidence and competence in working with dyslexic pupils.
individual student, then a diagnostic approach to teaching is inevitable. You need to appraise the student’s skills and deﬁcits in mathematics as an ongoing activity. As soon as teaching begins, diagnosis begins. It is the authors’ experience that children often know more than most tests reveal, for example, an algorithm may have been almost mastered, but a small misunderstanding causes failure and it is only the failure that is noted. Remediation often starts further back than one might
one ex-student, who was severely dyslexic, a degree in mathematics. The theme of this book is of positive individual prognosis. Recently, Yeo (2003) has looked at the issues surrounding dyspraxia, dyslexia and mathematics difﬁculties. The speciﬁc learning difﬁculty, dyspraxia, brings another set of issues in learning mathematics. Resources and research There is still a paucity of research in this ﬁeld, particularly in comparison to research into language, as noted by Austin (1982), Sharma (1986),
10 = 80 and half of 80 is 40. As a check, 8 is even, so the answer ends in 0. Again, for 5 × 5 : 5 × 10 = 50 and half of 50 is 25. As a check, 5 is odd, so the answer ends in 5. This strategy of looking at the last digit helps reinforce the child’s attention to reviewing an answer and its validity (and revisits the concepts of odd and even). Some practical work The learner can practise halving tens by trading 10p and 5p coins; for each 10p trade one 5p. Each time you must help the child rehearse
Our experience with dyslexics leads us to think that some apparent deﬁcits occur because a procedure appears to have no reference or rationale, which makes the knowledge seem relevant or distinguishable. For example, directions for ﬁnding your way on a journey that rely solely on instructions for turning ‘left’ and ‘right’ are less likely to be remembered than directions that include landmarks. The landmarks make the directions more ‘real’ and concrete. There is also the ever-present potential
adjustment made the estimate high or low, he can say that the answer is a little less than 400. If an accurate answer is needed, then it could be by looking at the adjustment, say, in the 858 − 458 version, which was to add on 24, and hence the actual answer is 400 − 24. These methods illustrate the advantages of breaking down and building up numbers and ﬁnding the ‘easier’ numbers within the ‘harder’ numbers. Column addition The addition of a column of numbers requires somewhat different