As the rate of students with learning disabilities increase, it is important for teachers to know proper techniques for teaching students with learning disabilities. However, you do not need to be a licensed doctor to implement strategies in your classroom. The article in the link for today highlights 8 techniques you can use in your classroom. Whether you are dealing with a disruptive student or a quiet reserved student, understanding any learning disabilities in your classroom is beneficial to the success of your students.
There is lots involved in your brain when you learn something. Research is getting more insights every year in how exactly everything works. The article in the link is a very interesting piece that gives lots of details and shows what they are working on now.
Very interesting study about finger training and how interventions involving the fingers may improve skills:
This study has shown that an intervention that combines finger training with number games can improve quantitative skills among 6–7-year-old children. It supports the findings of previous research arguing for a functional relationship between finger gnosis and numeracy. We argue that this study provides evidence that fingers represent a means for children to bridge between other (verbal, symbolic, and non-symbolic) representations of number and that this contributes to children’s developing understanding. The large effect size suggests that with further refinement and replication, the combined finger training and number games intervention could be a useful tool for teachers to use to support children’s developing understanding of number.
Cusco-born systems engineer Dhavit Prem teaches a playful way to use the Inca Yupana (abacus) with the Tawa Pukllay, a four-game basic arithmetic method born in the same brilliant minds behind engineering feats like majestic Machu Picchu.
The Inca device can be found in the chronicles of Peruvian commentator Felipe Guaman Poma de Ayala, dating back to viceroyalty times.
In statements to Andina news agency, Prem explained the key feature differentiating the Tawa Pukllay from other math methods lies in the approach: it is based on shapes and movements rather than formulas.
Listen to the story of a single mom who tried to get support for her child with dyscalculia. When that didn’t work out she took action and changed her life to support her child.
To support Moms like this Dyscalculia Services has developed a resource of over 35 videos and over 150 downloadable pages with tips, examples, tricks and games to help teach your child Math. See it at MomsTeachMath.com
Visual form perception has unique contributions to numerosity comparison, digit comparison, and exact computation, but has no significant relation with approximate computation or curriculum-based mathematical achievement. These results suggest that visual form perception is an important independent cognitive correlate of lower level math categories, including the approximate number system, digit comparison, and exact computation.
Clear communication is very important, certainly when we discuss learning disabilities. The LDA has taken the lead, together with 10 other diverse national organizations to clarify some terms so that we all speak the same language when discussing this important topic.
Today we link to a very good article that outlines step by step how to get your child assessed and helped by the schools. The process is not difficult but there are a few steps and some schools need some more convincing to help than others.
If you can’t get anywhere or do not want to wait for a full test, you can always do the online Math and Dyscalculia Screening Test at https://DyscalculiaTesting.com
Interesting article from the Centre for Neuroscience in Education. Their view:
Overall, there is substantial evidence to suggest that there is no unique functional impairment at the heart of developmental dyscalculia, but that several cognitive functions may be implicated. Consequently, at the CNE maths group we adopt a multi-computational view of dyscalculia; rather than focusing on the search for a unitary underlying cause of dyscalculia, we aim to identity whether the condition can be related to individual variability in specified components of several cognitive functions such as memory and attentional processes.
It is concluded that difficulty with “number sense” results from the extended demands on executive
control in learning inverse dynamics models associated with cerebellar inner speech related to the second tier of
abstraction (numbers) of the infant’s primitive physics.
A conference was held and this was one of the tips by a specialist. Please read the whole article in the link and download the conference papers for much more information.
I use Facebook for setting up study groups for my non-specialist students. My rationale is to address anxiety by connecting with students without intruding into their personal territory i.e. becoming their Facebook friends. Facebook allows academics to use an online system for posting topics for discussions, addressing students’ queries, uploading course material and monitoring their progress. These study groups are easy to set up and promote inclusive education. It is a platform students are used to and view positively.
See in our link for today how kids with dyscalculia suffer in class. Don’t let them suffer, be proactive, get them tested, get them accommodations, find a tutor. Trouble with math should be taken seriously and a quick test will give information that could lead to avoiding a childhood with trouble at school.
A post from someone describing symptoms and who is wondering if this is dyscalculia or a phobia for arithmetic. Well our advice would be to go to https://dyscalculiatesting.com and take the math and dyscalculia screening test to get a better insight in what is happening.
Some people have difficulty understanding what dyscalculia is and some blame issues that children have with Math on bad teaching. There is enough research done to disprove this but it brings up a nice question; how DO you measure Math teaching? Well the article in the link from Cambridge Math tries to answer that questions.