From Ghana we get this list with qualities a math tutor should have. Great to consider and read through. If you want to become a Dyscalculia Tutor you can do that via our online course at http://DyscalculiaTutor.org
The Japari school in South Africa has a great page with information about dyscalculia and acalculia. Super for awareness. They also include a number of good links to other sites with information about dyscalculia.
Sorry but we do not have a version with subtitles, but just to show how in some countries dyscalculia is actually a topic shown on a TV program with people phoning in with their questions to the expert.
Tammy Brennan’s daughter Pebble was diagnosed with dyscalculia (like dyslexia, only with numbers) and she wasn’t getting the support she needed in the clasroom. By the time Pebble was nine Tammy decided she would be better off taught by her mother than at the local primary school. Not only did she quit her full time job, the single mum rearranged her life to make sure Pebble was given the best chance to succeed.
Certainly when you are actually good at it. There is no shame in being good at math and it is better to encourage your children to work their best instead of trying to bond with them, complaining about math.
Math anxiety gets developed when teachers or parents talk bad about math in general or talk how bad they are at math themselves. Let’s try to avoid it and help our students tackle the problems with confidence and knowing the getting it wrong only means you’ll learn something new.
The need for children to play has been observed across cultures and not just by educationalists. All mammals play and the more they have to develop and learn, the longer they spend playing. So, herbivores play for a shorter time than carnivores, who in turn play for a shorter time that primates and, as the most sophisticated primates, human beings play for longer than any other species on the planet. It’s this connection between play and learning that we forget at our peril. Adults of other species do not stop their youngsters playing — they know that is where important life skills are learned!
There are differences in the approaches educators use to teach arithmetic in Flanders (Belgium) and Canada. Where in Flanders, there is a discouragement of counting and an encouragement of becoming fluent in arithmetic very early on, the math curriculum in Canada allows for a variety of strategies children can use when they are solving arithmetic problems, including procedural strategie
If a student can recognize patterns, respond to multisensory instruction, and continue to successfully apply mathematics concepts, the student’s primary disability may be language based and not true dyscalculia.
Affordablecollegesonline.org provides us with a great page of tips for students in college with learning disabilities. Although it says dyslexia and dysgraphia in the title, they also talk about dyscalculia and many of their tips apply equally.
A chiropractor may be able to assess the child with dyscalculia and determine whether subluxations exists in his or her spine and or cranial bones. Chiropractic care, craniosacral therapy and other alternative methods can offer a Dyscalculia treatment where a child may begin to notice improvement in their math skills along with other positive health outcomes.
A two-year study by researchers at the Brain and Creativity Institute (BCI) at the University of Southern California shows that exposure to music and music instruction accelerates the brain development of young children in the areas responsible for language development, sound, reading skill and speech perception.
Scientists have long claimed that our ability with numbers is indeed biologically evolved – that we can count because counting was a useful thing for our brains to be able to do. The hunter-gatherer who could tell which herd or flock of prey was the biggest, or which tree held the most fruit, had a survival advantage over the one who couldn’t. What’s more, other animals show a rudimentary capacity to distinguish differing small quantities of things: two bananas from three, say. Surely it stands to reason, then, that numeracy is adaptive.
But is it really? Being able to tell two things from three is useful, but being able to distinguish 152 from 153 must have been rather less urgent for our ancestors. More than about 100 sheep was too many for one shepherd to manage anyway in the ancient world, never mind millions or billions.