Although deeper learning in current early-grade mathematics classrooms is rare, a research-based program called Number Worlds has been implemented and studied in pre-K through grade 2. The program is based on six guiding principles: § Expose children to the major ways numbers are represented and talked about. § Provide opportunities to link the “world of quantity” with the “world of counting numbers” and the “world of formal symbols.” § Provide visual and spatial analogs of number representations that children can actively explore in hands-on fashion. § Engage children and capture their imagination so that the knowledge constructed is embedded not only in their minds, but also in their hopes, fears, and passions. § Provide opportunities to acquire computational fluency as well as conceptual understanding. § Encourage the use of metacognitive processes—such as problem solving, communication, and reasoning—that will facilitate the construction of knowledge.
This bingo-like game allows children to think about numbers in different ways. Children roll a dot cube and try to find one or more matches on their board. Though the representations may look different, two dots on the cube can match a picture of two blocks, two fingers on a hand, or the numeral 2 when we think about the meaning of the number 2. The first player to match ’em all, wins!
A bit off topic maybe for our Dyscalculia blog, although Dyscalculia and ADHD frequently coincide. The ADDitude magazine has a wonderful article about measures and strategies to help children with ADHD get back to learning and help them to focus. Both help for the individual but also classroom tactics. See it all in our link for today.
Just a wonderful tweet we came across today. It shows you that you should not worry too much about the pace of development with your dyscalculic child. All those small steps add up to a huge change over time. Bear that in mind and do not rush the pace.
A few weeks ago I (Jo Boaler) was working in my Stanford office when the silence of the room was interrupted by a phone call. A mother called me to report that her 5-year-old daughter had come home from school crying because her teacher had not allowed her to count on her fingers. This is not an isolated event—schools across the country regularly ban finger use in classrooms or communicate to students that they are babyish. This is despite a compelling and rather surprising branch of neuroscience that shows the importance of an area of our brain that “sees” fingers, well beyond the time and age that people use their fingers to count.
The psychologysays blog provides an overview of dyscalculia and has a slightly different take on the treatment:
In the medium term it is known to be associated with psychological problems such as low self-esteem or the onset of symptoms of depression. However, dyscalculia can be treated from psychological and psychoeducational work. For this, it is necessary to carry out a process of cognitive restructuring linked to the use of basic mathematics and self-concept. In this way, the fundamentals of mathematics are taught without which one cannot progress, and at the same time ideas that hinder learning, such as the belief that numbers do not exist, are rejected.
A lot of moms and dads all over the globe have their kids struggling with math home assignments. The very moment they decide to help the little one, they start appreciating school teachers, who spend every single day trying to teach their kids. If the next math assignment seems to be too challenging – you’re not alone! Keep in mind that loads of parents have the same trouble.Story
If you need some more hands on videos with tips and tricks and downloadable tools templates and games, you need Dr. Schreuder’s video series at https://MomsTeachMath.com
Visit us at http://DyscalculiaHeadlines.com A service from Math and https://DyscalculiaServices.com Trouble with Math? https://DyscalculiaTesting.com Online Become a Dyscalculia Tutor. http://DyscalculiaTutor.org
Word problems in math can be tricky. To get the right answer, kids have to be able to read the words, figure out what math operation to use, and then do the calculations correctly. A breakdown in any of these skills can cause trouble.
If kids seem to be good at math but struggle with word problems, the article lists some possible reasons why
Students with an abacus course demonstrated better performance in arithmetic computation and spatial short-term memory after controlling for age, gender, grade, and other basic cognitive abilities. The results suggest that the abacus course could be an effective tool for DD intervention in natural education settings.
Therapy for children with special needs can start as early as five months of age, as brain development happens at a faster pace during the first five years of life. Therefore, if the doctors are able to identify the developmental symptoms early and can intervene at an early stage, then the chances of success for the child are higher.
We are looking at a report by Ann Dowker from the University of Oxford and she makes great observations about the What Works for Children with Mathematical Difficulties?
Arithmetic is not a single entity, but is made up of many components. These include knowledge of arithmetical facts; ability to carry out arithmetical procedures; understanding and using arithmetical principles such as commutativity and associativity; estimation; knowledge of mathematical knowledge; applying arithmetic to the solution of word problems and practical problems; etc. Experimental and educational findings with typically developing children, adults with brain damage, and children with mathematical difficulties have shown that it is possible for individuals to show marked discrepancies between almost any two possible components of arithmetic.
Interventions can take place successfully at any time. However, it is desirable that interventions should take place at an early stage, partly because mathematical difficulties can affect performance in other aspects of the curriculum, and partly to prevent the development of negative attitudes and mathematics anxiety. Crucially when planning interventions, it is important to take account of the overwhelming evidence that arithmetical ability is not unitary. It is made up of many components, ranging from knowledge of the counting sequence to estimation to solving word problems. Weaknesses in any one of them can occur relatively independently of weaknesses in the others. Thus, interventions that focus on the particular components with which an individual child has difficulty are likely to be most effective.
Read the wonderful example in this post from Tony Attwood about how to explain fractions to someone with dyscalculia by doing a little physical exercise. Something they can touch and see. It works better for them this way and brings the true understanding they need in order to be able to relate to the concept later.
The White Rose Maths (yes from the UK hence mathS) provides us with a great set of home learning videos for primary school. Wonderfully done and although not specific for Dyscalculia, certainly very helpful for your work and as a reteach of what they have done in school.
The numberdyslexia blog shares with us today a great article about “gamified manipulatives” for first graders. As we always say “games are the new worksheets” this is a great resource and they even put buttons on where to buy them.
Children face learning difficulties in reading (Dyslexia), difficulties in the language (Dysgraphia), difficulties in Math and calculations (Dyscalculia), difficulty in fine motor skills (Dyspraxia), difficulty in interpreting sound (Auditory Processing Disorder) and difficulty in understanding visual information (Visual Processing Disorder). Research suggests that a learning disability may occur due to genetic causes, neurological challenges, premature birth, poor nutrition or environmental factors. It is also important to note that these children have an average to a high IQ and therefore are not disabled, but just face difficulty with learning. Also, a learning disability cannot be cured completely. However, there are strategies that one can use to cope with.
BWEducation gives us 12 ways to overcome these challenges in our link for today
The high school science teacher turns his students into ‘electrons’ and gets them to walk along a prescribed route in the classroom, reinforcing concepts associated with circuit diagrams and electricity. The primary school mathematics teacher gets her students to make funny shapes with their bodies that represent the numbers 0 – 9, creating a fun way to tackle mental arithmetic problems. The ICT teacher creates a variety of ‘human graphs’, getting students to line up in columns based on their chosen answers to assigned questions.
What do all of these examples have in common?: The students are using movement to solve problems and, in doing so, are engaging multiple regions of the brain.
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