“Maths anxiety is often confused with dyscalculia, or maths disability,” says Trupti Talekar, a Mumbai-based clinical psychologist. “Emotional disturbance that negatively affects the child’s maths performance is what constitutes maths anxiety. (On the other hand) dyscalculia is an academic disability: a skill deficit that has a neurological basis. Both can occur separately or together.”
We have not read this book ourselves yet but it comes highly recommended, let us know what you think of it. The book’s main character has dyscalculia and the book follows him on his journey through life.
As part of her doctorate, Lopez-Pedersen is working on a research project where she and colleagues have created and coordinated supplementary measures for first-graders who have problems with mathematics. Lopez-Pedersen says it’s critical to start as early as possible with children who need help with maths skills.
“A number of studies show that children with low maths skills continue to struggle and never catch up. We also know when it’s most effective to help these kids: Students develop their math skills a lot during the early school years, which is something we also see in reading research,” she says.
Having researched alleviation strategies for dyscalculia I’ve found the 10 to be the best table for starting to share the concepts of multiplication and division. It seems to open doors more easily? Here we see how 10+10+10+10 (4×10) makes 40 and 40 needs 4 steps of 10 (40/10=4).
To appreciate this see his site in the link for today
Look at the wonderful post on teachwire.net with games for children with dyscalculia. It has been taken from a publication by Judy Hornigold and you should all look at it and play those games with your struggling students.
Someone who struggled through his school career eventually decided to make a software package to help other students who equally struggle with math and he named it happy numbers. See in the link of the day a preview of one this programs modules.
The case for labeling is made in the article in our link for today:
Labels are tools. Labels are only words to help us define and understand phenomena we see in learning development. When we have children who struggle with learning, labels help us find resources and make connections. Most importantly, labels help us approach learning using appropriate strategies with proven effective outcomes.
Many aspects of the brain can be altered as the brain is neuroplastic. “This means that the brain can change throughout an individual’s life and with the right stimuli, it can be trained to become more efficient in spite of any brain disorders or labels that one may have been born with.”
Howard Margolis writes a very insightful article about a step by step approach to getting to a successful IEP when there is disagreement between several parties. If just everyone would follow his recommendations, life would be so much easier for our children.
We have talked about this before but it is very important and probably parents are confronted with this choice every day.
An IEP is legally enforceable and has legal guidelines and time frames. An IEP follows a student from school to school or state to state. A 504 is not legally enforceable and doesn’t follow a child nor are there legal guidelines.
According to our research, 67% of teachers said that the ability for teachers to challenge the advanced learners was a barrier to mainstream adoption of the mastery approach. See how one, deceptively simple, maths question can be accessed at different levels by both struggling and advanced learners. Filmed at the ‘Motivating Maths Conference’ in Derby (November ’16) and featuring Judy Hornigold, Maths – No Problem! training consultant.
The Education Endowment Foundation has published guidelines for primary and secondary teachers on how to boost math skills with children. They make the following observations:
Pupils should master basic mental arithmetic – addition, subtraction, multiplications and division – and be able to recall their times tables quickly. Those who don’t may well have difficulty with more challenging maths later in school.
Pupils sometimes think “multiplication makes bigger, division makes smaller”. This is accurate with numbers greater than 1, but isn’t right when applied to numbers less than 1. So, 5 x 5 =25 but 0.5 x 0.5 = 0.25.
Learning how to add fractions together can often cause difficulty. For example, many think the answer to 1/8 + ½ is 2/10. Teachers can help pupils to understand that the right answer is 5/8 using diagrams which help to visualise the different values of fractions.
The results of covariance analysis showed that cognitive rehabilitation interventions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores
New learning requires the linking of new information with information they already know and understand, we should be intentionally planning our lessons with this in mind. A great place to start new learning is through the use of a meaningful context and utilizing concrete manipulatives that students can touch and feel. When we teach in this way, we minimize the level of abstraction so students can focus their working memory on the new idea being introduced in a meaningful way.
Early screening for Dyscalculia is very important to ensure the children get adequate support as soon as possible and prevent later possible Math Anxiety.
Dyscalculia Services has a screener/checklist on their website and many people use that. Now they have also launched this Quick Dyscalculia Screener Checklist as an app for Android (iphone will follow later).
This is a great way to get a fast early screening done. As a teacher you can install it on your phone and screen your whole class to get an early read on who is at risk for Dyscalculia.
Thanks to @MrOrr_geek who shares with us some lessons connected to real life. It is important to keep your lessons connected to something the children can relate to. With all the fancy lesson plans and shiny new technology it may sometimes be overwhelming for students and they may be able to do the lesson but not see the connection with real life. The lesson in the link for today are great and will solve that issue.
A very interesting study has been completed. They compared people with dyslexia, dyscalculia, both and neither. They focused on the corona radiata and the arcuate fasciculus, two tracts associated with reading and mathematics in a number of previous studies. Using Bayesian hypothesis testing, they showed that the data showed no differences between groups for these particular tracts, a finding that seems to go against the current view in other studies.
This outcome, if confirmed, suggest that structural differences associated with dyslexia and dyscalculia might not be as reliable as previously thought, and this may have some impact on how we approach remediation.
This little gadget lets us estimate angles. A nice distracting game to play and it will help the conversation about the system of angles with your students. Thanks to NRICHenriching mathematics for the link.