Decoding Dyslexia
Decoding Dyslexia
Dyscalculia
I Can ’ t Do Maths ! Some children have severe difficulties with learning new mathematical concepts , in which case they need to be taught explicitly . Students may cope better working in smaller groups whilst others require support on a one on one basis .
What is dyscalculia ? The new Dyscalculia Committee of the British Dyslexia Association recently suggested that a definition of dyscalculia would involve the content from the UK ’ s DfES and the ICD-10 :
Dyscalculia is a condition that affects the ability to acquire mathematical skills . Dyscalculic learners may have a difficulty understanding simple number concepts , lack an intuitive grasp of numbers , and have problems learning number facts and procedures . Even if they produce a correct answer or use a correct method , they may do so mechanically and without confidence . DfES ( 2001 ).
Dyscalculia involves a specific impairment in arithmetical skills that is not solely explicable on the basis of general mental retardation or of inadequate schooling . The deficit concerns mastery of basic computational skills of addition , subtraction , multiplication , and division rather than of the more abstract mathematical skills involved in algebra , trigonometry , geometry , or calculus . ICD 10 .
Tips for supporting a student with dyscalculia 1 . Watch the learner and listen to the learner 2 . Be pro-actively empathetic ( especially with factors such as short term memory ) 3 . Don ’ t rely on rote learning 4 . Manage failures and maintain motivation 5 . Ensure the pupil experiences some meaningful successes 6 . Show patterns . Guide generalisations 7 . Revisit everything ... again and again 8 . Know the pre-requisite skills for each new topic and make sure the learner does too 9 . Explain and show why . Don ’ t rely on ,
‘ Do it like this .’ 10 . Identify and interpret errors Don ’ t just say , ‘ Wrong .’
My big daddy , overall , super-top-tip is , ‘ Teach them to understand .’ Let me explain why , so that there is an understanding of teaching to understand .
One of the key problems for dyscalculic learners is retention of basic facts and maths procedures in their long term memory . But do note that , like most of the learning problems in maths , this is not exclusive to dyscalculics . There will be a spectrum of abilities to memorise maths information . For example , I often ask when lecturing for teachers , ‘ How many of your ten year olds do not remember all their times tables facts ?’
This is now a big sample of teachers . The modal answer is 60 % to 70 %.
There are many programmes on-line and books in shops that claim to ‘ teach ’ time table facts . I think that all , or almost all , rely on rote learning , a belief that somehow a catchy tune or a cute illustration will do the trick . Problems with dyscalculia are a little more complicated than that . As a parallel , it would be unrealistic to expect to teach a dyslexic perfect spelling by a series of quick fixes ( though some of the snake oil persuasion have tried to sell this enticing prospect ). And there is an added issue , ‘ purfection ’ is not perfect , but it is close enough for recognition . 7 x 8 = 64 is just ‘ wrong ’. If used within a complex calculation , ‘ close enough ’ is not good enough . Maths works in a very unforgiving way .
Intervention needs methods tailored to the needs of dyscalculics . It takes time and has to be highly efficient if learners are to catch up .
The Dyslexia and Learning Alliance have specialists who are able to help screen and assess for Dyscalculia and support you with those vital strategies , right across the age range . Catching up with maths doesn ’ t have to be hard , in my experience , it ’ s a lot easier to help children with maths than spelling , as there are only regular patterns to maths .
Extract from an article by Steve Chinn with Permission from The Learning Difference Convention Handbook 2016 / 17 www . learningdifferenceconvention . com Jillian Zocher is an Educational Therapist at Decoding Dyslexia and Alistair Howitt Marshall is a Psychologist at Dyslexia Perspective . Both practice from Dyslexia and Learning Alliance in Erina .
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