From the good people of numberdyslexia we link to a blog post with 10 apps for dyscalculia. We are not convinced that some of the apps deliver what they promise, specifically the usefulness of brain training apps has been doubted in scientific studies but nevertheless the overriding majority of these apps are great and show good support for our students.
A wonderful site posts pictures and then has questions for every grade level about the picture. Every day a new picture. It is not specifically for your Dyscalculic child but it will work for them as it brings Math into the real world so they can see that math is not invented by their teacher at school but actually is part of everyday life.
Numberlines are difficult for students with dyscalculia. There are various ways to deal with that but one of the fun ones is to do board games with your student. One boardgame that will work well is “snakes and ladders” as they will be counting up and down and move all over the board. If you don’t have it, you can play it online also but that takes away much of the benefit, yet to get your student enthusiastic about it we include it in our link for the day.
Children with learning disabilities are among the ones hardest hit by the move to online schooling as the schools adhere to the quarantine mandate in most cities.
In the link for today we share a story from the learning disabilities association in Canada who have an option for online one on one work with the students. Our mother site Dyscalculia Services has also seen an increase in requests to work with students online on math.
In the UK they have recognized that people with learning disabilities may score different on the screening instrument they use than other people and can therefor be rated wrongly for critical care. See the article in the link for today for more on this.
New research suggests that excessive crowding effects might be a characteristic of DD, independent of other associated neurodevelopmental disorders. Visual crowding refers to the inability to identify objects when surrounded by other similar items.
Young children may get the impression that Math is something only math teachers do or only exists in school and in books. Parents do good by pointing out Math all through the house and their daily errands. Now Kara Newhouse has written a great blog post highlighting books that help to Humanize Math.
“Early math skills have the greatest predictive power, followed by reading and then attention skills,” reports a psychology squad led by Greg J. Duncan, in School readiness and later achievement, published in Developmental Psychology in 2007. Follow-up studies continue to confirm the importance of early math skills. The more math-oriented activities kids do before kindergarten, the better they’ll understand math in school. Early math skills foretell higher aptitude in high school math and higher rates of college enrollment. And a 2014 Vanderbilt study determined that for “both males and females, mathematical precocity early in life predicts later creative contributions and leadership in critical occupational roles.”
Students with learning disabilities need stability, predictability and spiral review as much as possible. With many schools closing for weeks this may cause serious disruption to the carefully build up progress over the course of this school year. I’m happy that the OSERS have seen this and has sent out the guidance in our link for today, emphasizing that students in special education need to continue to receive their services. If your school decides other wise, send them a copy of this guidance and ensure the continued support for our learning disabled students.
New research with a large sample size has now confirmed that ANS tasks are not suitable as measures of math development in school‐age populations. The researchers studied other cognitive functions that can replace this as a good measure for Math development in school-age populations, read the article in our link for today to find out what they are.
How do we help our students build mathematical understandings that endure past the unit test? If we want students to construct strong, reliable bases of mathematical knowledge, our instruction needs to do more than present explicit procedures—even when that’s done well. Providing lots of opportunities for students to reason can help. So can understanding and leveraging the progression of learning across grade levels. But what does that look like in practice? Let’s examine a single topic in grade 7: solving inequalities.
Nearly a third of children with ADHD also have a math learning disability. These conditions and other comorbidities, when present in the same patient, are never separate and distinct. Their symptoms impact and complicate one another in ways that educators and clinicians must take into account when designing effective remediation strategies.
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