Category Archives: Dyscalculia Overview

Dyscalculia explained by Ducks

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See other explanations by the Ducks HERE

Dyscalculia handout

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From the Ontario Institute for Studies in Education a nice pdf about LEARNING DISABILITIES IN MATHEMATICS (DYSCALCULIA).

Great handout download it HERE

Dyscalculia:Real life Scenarios

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Exploring how visual-spatial awareness affects daily life with dyscalculia. Real stories, real struggles, real solutions — made simple.

see the original post HERE

How Should We Teach Math? General and Special Ed. Researchers Don’t Agree

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About a decade ago, leaders at the Kentucky Department of Education set out to develop guidelines for what quality math instruction should looked like in the state, convening educators from the general education and special education teams at the agency.

But those two groups found themselves at odds over one key issue: encouraging “productive struggle.”

Math leaders wanted to include the approach, in which teachers present students with challenging, open-ended questions that prompt them to grapple with mathematical ideas and persevere to solve problems. But special educators were hesitant, said Amanda Waldroup, the assistant director of the division of Individuals with Disabilities Education Act implementation and preschool in the Kentucky education department’s office of special education and early learning.

Read the full story HERE

Knowing the words we use in math is essential 

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The TEMPLE Read-Alouds Project
The TEMPLE (Teaching Early Math by Providing Language Exploration) Read-Alouds Project was a partnership between the T.L.L. Temple Foundation and The Meadows Center for Preventing Educational Risk (MCPER) at The University of Texas at Austin.

The goals of the project were to provide young students with a strong background in math vocabulary and to create opportunities to use that math vocabulary in discussions and activities relevant to their daily lives. The TEMPLE Read-Alouds Project provided preschool and kindergarten educators with a specific, research-based read-aloud routine and math-focused books that focused on the combined development of literacy skills (e.g., language, reading) and numeracy skills (e.g., counting, comparison, geometry). With the TEMPLE Read-Alouds routine, educators read age-appropriate books with young children and made the
experience interactive. That is, educators introduced and discussed math vocabulary, engaged children in discus
sions about the book’s content, and did brief math activities to connect the math content to math in real life. Our
hope is that the TEMPLE Read-Alouds routine continues to be used to introduce math vocabulary and concepts
to emerging readers.

See the list HERE