See the link in for today. A new study confirms that people using Jump Math do make significant increases in their math performance.
A research team from The Hospital for Sick Children and the Ontario Institute for Studies in Education at the University of Toronto released a noteworthy study that followed students over the course of two years in a randomized controlled trial (RCT) funded by the US Department of Education. The results of the extensive study showed positive effects in elementary grades on a range of math outcomes for students in the JUMP Math group. At the end of this two-year study, progress of the JUMP Math students was equal to or significantly greater than the control group on every measure of achievement and often greater than expected progress based on test norms.
More and more companies are now attempting to recruit a neuro divers workforce to reap the benefits of the various perspectives they bring. The article in our link for today provides some tips on how to get there.
To make technology accessible for people with cognitive disabilities, we need to have a broad understanding of these types of disabilities. A disability is a condition that limits a major life activity. Communicating, learning and working are examples of major life activities. Some types of cognitive disabilities are aphasia, autism, attention deficit, dyslexia, dyscalculia, intellectual and memory loss. In our link for today a handy guide that explains it all and gives some great advice on how to ensure that technology remains accessible also for people with cognitive disabilities.
A quite different take on what could cause dyscalculia in our link for today.
The writer claims it all has to do with a faulty human GPS (proprioceptive & vestibular systems). Dyscalculia is mentioned in a long list of other things that could affect you and it can all be helped with finding a better balance. Long read but worth it.
The ADHD foundation has published a comic for neuro divers children. It is a story about children with a variety of learning disabilities who go from being bullied and being unhappy at a school to finding help and new friends and their learning disabilities seen as normal..
Best quote:”It is normal for children to be different”
Math Unfolded: An Exhibit of Mathematical Origami Art,” to show math buffs and art fans alike how geometry, algorithms and math formulas can create exciting works of art through the science of origami.
Once Mario Ornelas found out he had dyscalculia, dyslexia and weak working memory, he decided to give college another shot. He went to Landmark College, a school that focuses on helping students with dyslexia and other learning differences. In this video, he talks about what it was like to find a college program that supports students with learning differences.
Elinor McNeel left college in 1972 because she struggled with math. More than 40 years later, when she enrolled in Penn State World Campus to finish her degree, she learned that what she struggled with had a name: dyscalculia. She’s since completed her associate degree this past summer and is working toward her bachelor’s degree.
In the area of math, if a test is to accurately reflect a dyslexic or dyscalculic student’s aptitude or achievement in math, accommodations (like a calculator) must be put in place to ensure the test is accurately assessing the knowledge, understanding, or problem solving ability, rather than processing speed, handwriting ability, or ability to speed or accuracy of retrieving basic math facts.
The story of someone who, due to her dyscalculia, can not manage a pin code. In the US this is not a major issue as the credit and bank cards can be used at chip and signature but over in Europe, you need a special requested card from your bank and, as the story shows, not all companies accept them.
Anne M. McGinnis, attorney and Ph.D., addressed frequently asked questions related to specific learning disabilities, and provided practical suggestions to school personnel in a recent issue of the New York State School Boards Association (NYSSBA) On Board publication.
Jo Boaler: It’s funny, really. When I was in school and many years ago, the joke of maths teachers used to be, “You’ve got to be able to do all these calculations because you’re never going to be walking around with a calculator in your hand.” Well, turns out that everybody’s walking around with a calculator in their hand.
What pupils who makes errors due to limited understanding of place value is definitely DO NOT is need more practice of column addition and subtraction. In most cases pupils need to secure their understanding of what happens to tens and ones when counting up and down – regrouping ten ones for a ten when counting up and regrouping ten ones for ten when counting down. Once secure with this they need to be able to regroup numbers into hundreds, tens, ones in a number of ways.
More than 6 million young Americans— about 13% of students—have been
diagnosed with some sort of learning challenge that makes school more of
a struggle for them. Yet many of these students can succeed in college.
And luckily, there are a growing number of scholarships to encourage
them. Learn about 9 such scholarships as well as resources for finding
Very interesting article today in our link. It makes the point that, all other things being equal, student who struggled with math will perform better after some years than the ones who scored A’s without problems.
This from @DTWillingham (2012) 'This figure summarizes a great deal of work indicating that there are three representations of number in the brain: a core quantity system (red), numbers in verbal form (green), and attentional orientation on the number line' pic.twitter.com/jNRNvnJQUw
Interesting point raised by someone on the stack exchange. Working from the fact that children with dyscalculia have a physical issue that keeps them from being good at basic calculations, how do you instill the growth mindset in them when their doctor, parent, teacher and tutor keep telling them that through their dyscalculia they will be inherently bad at, basic, math?