Interview with Dr Keith Devlin: learning children mathematics and finding their pasison

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Not just a celebrity as The Math Guy on the National Public Radio in the US, Dr. Keith Devlin is also the founder of the H-Star Institute at  the Stanford University. And, as if that wasn’t enough, he’s published more than 30 books on mathematics (e.g. The Language of Mathematics: Making the Invisible Visible and the Mathematics Education for a New Era: Video Games as a Medium for Learning) and is a columnist at the Huffington Post.

The dedicated bicycler, blogger and numerously awarded mathematician shares the view of learning with Thinkout’s founder, Rolf Skoglund. Dr. Devlin even gave his support in the book Thinkout produced in the working with Number Bonds by Thinkout.

We managed to get a couple of precious moments of this sharp mind’s time. Of course, we wanted to pick his brains on learning math and specifically children learning math, since it’s a common interest to Dr. Devlin and us at Thinkout.

Read all about it HERE

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Is 1 better than 0? And 2? is 2 better than 1?

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Those who know me well, know that I don´t have a good relationship with numbers. I have never had, end even this so-called relationship has smoothed up after a diagnosed math disability, numbers terrify me tremendously and my approach is full of skepticism. I do, however, have a weird comprehension about them. I somehow make sense of it all my head, in a strange way, and somehow I manage.

For example, I comprehend numbers that increase as a good meaning: is better to have 3 oranges instead of 1; or 5 pair of shoes instead of 2… There are some exceptions, of course, where numbers that reduce are actually a good thing, as when Cipralex is reduced from 10 to 5 mg, or when the days until the next vacation reduce by 1 every day until it arrives.

I am in day 1, which according to my mother is better than day 0, and she says that 2 is even better than day 1, and that it will get easier as the days go by. I hear my mom with the same skepticism as I approach numbers. Her theory states that as the days go by into a higher number, the heartache diminishes in intensity. That one thing goes up as another goes down at the same time, takes some time in my head to process.

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Teaching Math to Students with Learning Disabilities

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Teaching math to students who have learning disabilities can be a rewarding challenge. Many of your students will have struggled with math for several years and will be delighted if math suddenly clicks for them. Here are a few strategies to help you successfully teach this population.

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Dyscalculia Primer and Resource Guide

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Anna Wilson is an OECD Post-Doctoral Fellow at INSERM U562, Paris, conducting cognitive neuroscience research on the remediation of dyscalculia.

The purpose of this primer is to explain the cognitive neuroscience approach to dyscalculia (including the state of research in this area), to answer frequently asked questions, and to point the reader towards further resources on the subject.

Further references include some of the major scientific literature in the field, as well as reading suggestions for teachers and parents.

Note: The term dyscalculia in this document refers to developmental dyscalculia (present from birth or at an early age) and not to acquired dyscalculia (acquired as a result of brain lesion).

Read all about it HERE

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