Math on Youtube

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Dyscalculia: News from the web:

The Abakcus blog has curated no less than 30 youtube channels about math. Not all great for people with dyscalculia but still nice resources to mention here.

Read all about it: HERE

Math in the meta

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Dyscalculia: News from the web:

Are you familiar yet with the METAVERSE, the online world that Mark Zuckerberg thinks we will all start using in a while?

Well Robert Kaplinsky got together with some math teachers and tried it out how a math lesson could be in the meta verse, to see their experiences and read the pros and cons they found click our link below.

Read all about it: HERE

Move to remember

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Dyscalculia: News from the web:

Research suggests that when we see and use gestures, we recruit more parts of the brain than when we use language alone, and we may activate more memory systems – such as procedural memory (the type that stores automatic processes such as how to type or ride a bike) in addition to our memory for events and experiences.

Read all about it: HERE

Young children learn math like they do language

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Dyscalculia: News from the web:

Children are logical creatures; more logical than you probably expect or notice. Most of their learning is cultural, though. That is to say, children learn language from repeated exposure, not from dictionaries. If you want children with large vocabularies, you’ll need to use lots of different words around them. If you want children who read, you’ll need to read with them and to be seen reading by them. We understand this in American culture, and we have robust messaging around it.

It’s the same for math.

Children learn about multidigit numbers through the experiences they have in their lives. Addresses, bus routes, prices, and more—all contribute to children’s understanding that, say, 345 is greater than 78.

We can support children’s math learning by giving them more opportunities to play with math objects. 

Read all about it: HERE

Math language in pre school

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Dyscalculia: News from the web:

New research shows that children’s understanding of mathematical language – terms such as more, less, few, most – is important for their mathematical development, already in preschool. Preschoolers are exposed to mathematical language in preschool via teachers but also at home via parental talk. Both are important contributors to performance. Mathematical language can be effectively stimulated in preschool providing opportunities for early interventions to foster language learning at school and at home (e.g. through storybooks)

Read all about it: HERE