Students with dyscalculia can benefit greatly from graphic organizers to help them solve their math problems. The Understood organization has some nice downloads and we link to them in our link for today.
You want to reward your students for something they control, like completing their task, not for something that would not be under their control, like “being smart”, which would make them afraid to say something as it may turn out that they may no longer be smart.
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.
Visual and hands on models are the best to teach something as complicated as division to children with Dyscalculia, as you can see in the example we borrowed from the instagram post from Keri F Richburg.
Signs of dyscalculia are not always easy to spot. Keep in mind that all kids have trouble with maths from time to time. But children with dyscalculia struggle a lot more than other children the same age. Dyscalculia is not the same as math anxiety because the latter involves strong emotions around Math.
The Eblity blog gives a great overview of the signs of Dyscalculia and the accommodations possible in class
There are not enough Dyscalculia Tutors for the students who have this unknown math learning disability. Dr Schreuder had designed an online Dyscalculia Tutor Training. Check out the details in our link for today and consider signing up to learn how to help students with dyscalculia.
In Kundalini Yogic philosophy, dyslexia (and perhaps dyscalculia) are viewed as a disorder of internal communication. One part of the brain does not convey information correctly to another part. The remedy: practice a specific Kundalini yoga kriya every day.
A kriya in Kundalini yoga is a combination of posture, head position, hand placement, eye placement, breathing and / or mantra recitation.
In our modern, digital society, difficulties with numbers and arithmetic can have profoundly negative consequences on educational outcomes, career prospects and overall quality of life.
This brief arises from Science of Learning fellowships, funded by UNESCO International Bureau of Education (IBE) and the International Brain Research Organization (IBRO). The IBE-UNESCO/IBRO Science of Learning Fellowships aim to support and translate key neuroscience research on learning and the brain to educators, policymakers, and governments.
In the 21st century, lack of adequate numeracy skills can have profound negative consequences for educational success, career prospects and overall quality of life;
Developmental Dyscalculia (DD) is a brain-based condition that leads to low numeracy skills in the context of otherwise normal intelligence and educational opportunities;
Because of its documented brain basis, efforts towards developing effective ways to remediate DD can benefit from neuroscience findings.
The branch of neuroscience devoted to shedding light on the development of brain processes supporting typical (and atypical) learning, shows that DD can be the result of dysfunctions in multiple brain systems for math knowledge;
Training programs designed to ‘stimulate’ multiple aspects of math knowledge acquisition and the brain systems subserving it may, therefore, yield the best outcomes to effectively remediate math deficits in children with DD.
We have emphasized more often that it is good to fight the summer math slide and the now new Covid-19 slide with daily math activities and conversations about math. Check out the calendar made by zorbithsmath who put something out there for every day, a bit like the advent calendar we usually publish in December.
Teachers, parents and tutors will use the word “easy” often. “why don’t you try this one, this one is easy” or “let’s start with an easy exercise”. It is mostly meant to set the student at ease and relax them, but with students who have dyscalculia this can play our the wrong way as explained in the article in our link for today.
In our link of the day a post about an interview with Ms Eunice Araba Turkson, an Educational Consultant in the United States, who highlights the importance of parental involvement to the success of inclusive education.
Effective remediation takes a team, teachers/parents/school officials/tutors all play a role, also the pediatrician plays a role and may need to advice on medical treatment of attention issues.
For some children the remote learning actually works fine. From a recent story on Edutopia this: “not having those everyday distractions in school has really allowed for some kids to focus on the work and not necessarily all the social things going on because some kids can’t separate that out”
Good article in our link for today with some great advice on how to work with students with learning disabilities. Here are the headlines:
Resist the temptation to de-emphasize language in math class, especially for English-learners and those who have language-related disabilities. De-emphasis is probably a disservice.
Consider how broad student labels can conceal mathematical skill. English-learners, depending on their prior schooling, and students with disabilities, depending on their specific disability, can have widely varying math abilities and knowledge.
Focus on what students can do rather than fixating on what they cannot.
Although we don’t believer there are Math and non Math people in this world, the article from the NY times is well meant and gives good pointers to help your students work their math problems.
Please do not forget Dr Schreuder also has her video series MomsTeachMath with over 100 downloadable tools, templates, games and activities and videos on how to work with your students, now with 50% off to help all those homeschooling-not-by-choice parents.
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.
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