Many of our students with Dyscalculia come to us when they are in 4th or 5th grade. It is then when they notice that their foundation in math is not solid and the brick wall (as we refer to the math building) collapses because the foundation is not right. Cat Eadle from the Dyscalculia Network from the UK has a different but very striking comparison and refers to it as the Jenga effect. When students need something from that shaky foundation the tower of math collapses on them.
Good story from a project manager, who has dyscalculia but still is very successful. The struggles with quantities and quantifying in formation are offset by the ability to process and effectively respond to more information than a non-dyscalculic can.
Children may get easily confused about various topics in math. They may not see the connection between the various components of math and thus have difficulty understanding and retaining the math topics. Dr Schreuder has a masterclass about smart number lines that will help pull it all together and use one method to explain the students various math topics so they start to see how the whole system hangs together.
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