UK parliament getting serious about Dyscalculia

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The House of Lords will discuss Dyscalculia on June 4th.

Dyscalculia is a specific learning difficulty that affects the understanding of number-based information. Schools in England are responsible for identifying any special educational needs (SEN) arising from such learning difficulties, and initial teacher training from September 2025 will contain more content related to supporting children with SEN. However, campaigners highlight there remains no specific requirement for teachers to learn about dyscalculia and argue awareness of the learning difficulty remains low.

Read what they will discuss HERE

Let’s limit distractions

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Distractions have a huge impact on learning. In this article the cognitive psychologist links sensory perception and children’s learning.

Nora Turoman is a cognitive psychology researcher at the University of Geneva in Switzerland. Nora studies how different types of distraction affect children’s learning. She is investigating whether and how children differ from adults with respect to how easily distracted they are. Annie Brookman-Byrne talks with Nora about how her own sensory experiences fuelled her interest in perception, and what she’s learnt from unexpected findings.

Read the full article HERE

Scary report cards

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In case you missed it, Understood has a great article on how to help your child with their anxieties over the scary report card.

Report cards can be a big deal for both parents and kids, especially at the end of the school year. For struggling students, getting a report card can feel like a make-or-break moment. They may dread seeing the report card comments.

Read about their solutions HERE

Michelle Steiner about Dyscalculia

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see the original posting HERE

Do we still need to learn math now that we have AI?

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What is the value of learning mathematics now that artificial intelligence (AI) can solve almost all the questions we throw at it? Will AI change the way we think of mathematics and the way we teach and learn it? Will learning mathematics even remain relevant in 10 years from now, in an age when AI will surely play a key role? These are all valid questions, regardless of whether one is a mathematician or an educator or not. Finding definite answers to such questions is a key challenge in times like these; governed by uncertainty, by the fact that many questions have no clear answers, and that most answers are questionable.

Read the article by Rachad Zaki (the director of Cambridge Mathematics) HERE