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”
Great post by Natalie Kerslake, who wrote an MA ed dissertation that looked at how teachers and teaching assistants can effectively support children with dyscalculia in one primary school. Her study found that more awareness and training need to be provided for teachers and teaching assistants, to aid them in supporting children with dyscalculia. This includes knowledge of what dyscalculia is and what strategies can be used to support children effectively.
As the current Pandemic forces us to work online with our students, we need to ever more try and keep things visual for them. It is important for children with Dyscalculia to see visual interpretations of the math operations they are working with. Mathisvisual is a great website that has lots of resources for this.
The study in our link for today had as objective to find out whether visual processing uniquely contributed to character reading and early mathematics in Chinese children. The findings suggest that visual processing should serve as a domain-general precursor of children’s performance in character reading and early mathematics and an important cognitive factor for later academic learning.
This is one of a suite of 12 short films made by the Centre for Education and Youth and Whole School SEND for the Department for Education. The films provide an introduction to different types of SEND for new teachers and a resource for others who want to refresh their knowledge. They give an insight into the experiences of pupils with SEND, as well as offering practical teaching tips, advice on a whole school approach and details of where to go for further information. We hope you enjoy them!
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.
If your student cannot keep up with the online learning that is now required, remember these wise words from Australia:
Try to keep to the school’s plan. But if your child is finding it hard to cover everything, just focus on them doing at least some maths every day. It is a skill better practised frequently (10-15 minutes per day) than doing all on one day (and then forgotten by next week).
In our link for today a story from Ireland about someone growing up with several learning disabilities, among which Dyscalculia. Best quote:
Anyways if all those years taught me anything it is that if you’re bad at Maths or in my case school itself, it’s definitely not the end of the world. There are always multiple ways to study what you want, or get on the career path you want. If you feel like you’re trying your best at Maths but nothing is changing, or you’ve had a similar experience to what I’ve had, reach out and talk to someone. There is help available out there.
Like the summer slide, where students lose a lot of the carefully build up knowledge over the long summer vacation, there is now a Covid-slide where kids have trouble maintaining the focus and attention and lose out on education opportunities. In the link for today how one school worked this problem.
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.
These days people are more and more working remotely. Our children with dyscalculia need the support from manipulatives to help them grasp the concepts. In our link for today a range of virtual manipulatives. Not as good as the real thing but great instead of just writing numbers and words.
The researchers discovered that children with poorly connected brain hubs had severe and widespread cognitive impairments, and those with well-connected brain hubs either had no cognitive issues or had select cognitive deficits. The findings emphasize the importance of focusing on the areas of cognitive issues when it comes to targeted interventions and less on the diagnostic classification itself—opening the door for novel therapeutics that target the connectivity of the brain’s hub in the future.
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