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.
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.
Dyscalculia is an under-researched learning difficulty and as a result, there is little guidance for teachers on how to support learners with the condition. The TES website condensed some valuable insights into dyscalculia, the indicators and how to assess for it in this article in our link for today.
Effective instruction aimed at the missed or poorly understood concept is the best remedy for a learning gap. Students need the opportunity to apply the concept in a variety of situations and to ask questions to clear up any misunderstandings. Fixing a learning gap due to a conceptual misunderstanding takes time and practice.
The EF+Math Program is a new initiative to fund bold approaches through inclusive discovery and development to dramatically increase math outcomes for students in grades 3-8. They focus on students who have been traditionally underserved.
From Ghana we get this list with qualities a math tutor should have. Great to consider and read through. If you want to become a Dyscalculia Tutor you can do that via our online course at http://DyscalculiaTutor.org
Dyscalculia affects comprehension of numerical mathematical problems, working with numbers andarithmetics. The article describes work on a training system for an exercise that trains connections betweenverbal and numerical representations of numbers and finger counting. Fingers support embodiedcognition and constitute a natural numerical representation. It describes the design rationale anditerative development process, and first evaluation results for this system that enables children to train without guidance and feedback by a trainer.
A new study shows that a non-symbolic number comparison task had a significant value in the prediction of the Math competency level pointing to the need to take these kinds of tasks into account in the first years of school.
As there are not enough tutors available for dyscalculia and generally the schools are not that well versed in remediation of dyscalculia, in our link for today a few suggestions by the understood organization on what to do with your child at home.
You can also get Dr Schreuder’s video series: “MomsTeachMath” that gives about 35 videos and lots of downloadable materials to work with your student.
Just read this morning the bad news we all knew: research shows that children with dyslexia are more than a hundred times more likely to receive a diagnosis and educational support than children with dyscalculia. This is despite the fact that dyslexia and dyscalculia are expected to be equally common.
The worse news is that when finally a diagnosis has been made and the school is willing to provide Dyscalculia help, there are too few Dyscalculia tutors to go around.
Dyscalculia Services has an online course for teachers and other interested people to become a Dyscalculia tutor and fill that gap, see it HERE
Interesting research into the mathematical abilities of people with Williams syndrome, Down syndrome, Autism Spectrum Disorders and Developmental Language Disorder has led to finding a more effective way to teach mathematical abilities to pre-schoolers.
Researchers assessed the relation between 4-year-old children’s performance on a non-symbolic numerical comparison task, a non-symbolic approximate addition task, and a standardized symbolic math assessment. Our results indicate that ANS acuity and ANS manipulability each contribute unique variance to preschooler’s early math achievement, and this result holds after controlling for both IQ and executive functions. These findings suggest that there are multiple routes by which the ANS influences math achievement. Therefore, interventions that target both the precision and manipulability of the ANS may prove to be more beneficial for improving symbolic math skills compared to interventions that target only one of these factors.
There are a number of reasons why children may not have good memories, and knowing them is an important step in helping your child have a better memory. In our link for today is a brief look at some the reasons for a lapse in memory in kids, including the recommended steps that should be taken to help the child.
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