Mathematics for Dyslexics : Including Dyscalculia

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ISBN: 9780470026922 | 0470026928
Cover: Paperback
Copyright: 11/28/2006

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Mathematics for Dyslexics: Including Dyscalculia, 3rd Edition discusses the factors that contribute to the potential difficulties many dyslexic learners may have with mathematics, and suggests ways of addressing these difficulties. The first chapters consider the theoretical background. The later chapters look at practical methods, which may help dyslexic learners. The book is designed to be comprehensive and to help teachers, support assistants, and parents understand the learner and to learn a range of skills and thus develop confidence and competence in working with dyslexic pupils.

Foreword to Second Edition	p. xiii
Dyscalculia, Dyslexia and Mathematics	p. 1
Introduction	p. 1
Definitions of Dyslexia	p. 2
Dyscalculia	p. 5
The Nature of Mathematics	p. 13
Factors that may Contribute to Learning Difficulties in Mathematics	p. 17
Potential Areas of Difficulty in Learning Mathematics	p. 17
General Principles of Intervention	p. 33
Summary	p. 35
Cognitive (Thinking) Style in Mathematics	p. 37
Introduction	p. 37
Qualitative and Quantitative Style	p. 38
Cognitive (Thinking) Style in the Classroom Grasshoppers (Intuitive/Answer Oriented) and Inchworms (Step by Step/Formula Oriented)	p. 40
Examples	p. 42
Summary	p. 48
Testing and Diagnosis	p. 49
A Diagnostic Test Protocol	p. 51
Structure of the Diagnostic Protocol	p. 52
Attitude and Anxiety	p. 59
Thinking Style or Cognitive Style	p. 60
Summary of the Test Protocol	p. 60
Testing for Dyscalculia	p. 60
Concept of Number	p. 61
Introduction	p. 61
Early Recognition of Numbers and Their Values	p. 62
The Language of Mathematics	p. 63
Early Number Work	p. 63
Visual Sense of Number	p. 66
Visual Clues to the Number Concept	p. 67
Number Bonds	p. 68
Place Value	p. 69
Number Bonds for 10	p. 76
Numbers near 10, 100 or 1000	p. 77
Summary	p. 80
Addition and Subtraction: Basic Facts	p. 81
Introduction	p. 81
Strategies for Learning/Remembering the Addition and Subtraction Facts	p. 83
Summary	p. 89
Subtraction Facts	p. 89
Extension	p. 90
Times Tables	p. 91
Introduction	p. 91
Rote Learning with Audio Recorders and Computers	p. 92
Learning by Understanding	p. 93
The Commutative Property	p. 96
Learning the Table Square	p. 98
Summary	p. 115
Computational Procedures for Addition and Subtraction	p. 117
Estimation	p. 118
Addition	p. 118
Teaching Subtraction as a Separate Exercise	p. 127
Multiplication	p. 133
Introduction	p. 133
The Special Case of Multiplying by 10 and Powers of 10	p. 133
Multiplication	p. 136
Estimation	p. 142
Extension	p. 143
Division	p. 145
Introduction	p. 145
Introduction to Division	p. 146
Estimating	p. 152
Division by Powers of 10	p. 154
Division by Multiples of Powers of ten	p. 154
Conclusion	p. 155
Fractions, Decimals and Percentages: An Introduction	p. 157
Introduction	p. 157
Fractions	p. 157
Decimals	p. 167
Percentages	p. 176
A Global Model for Percentages, Fractions and Decimals	p. 176
A Global Exercise with Fractions, Percentages and Decimals	p. 184
Operating with Fractions	p. 185
Introduction	p. 185
Making Segment Sizes the Same	p. 185
Comparing Fractions	p. 188
Combining Fractions	p. 191
Adding Fractions	p. 192
Subtracting Fractions	p. 197
Combined Additions and Subtractions	p. 201
Multiplying by Fractions	p. 202
Multiplying Mixed Fractions	p. 205
Dividing with Fractions	p. 207
Decimals	p. 213
Introduction	p. 213
Addition and Subtraction	p. 213
Multiplication and Division by Powers of 10	p. 216
Division of Decimals	p. 223
Summary	p. 229
Percentages	p. 231
Introduction	p. 231
An Image of Percentage	p. 231
Summary	p. 236
Time	p. 237
What are the Potential Problems with Time?	p. 237
Reading the Time	p. 239
Time Problems	p. 243
Summary	p. 247
Teaching the Full Curriculum	p. 249
Introduction	p. 249
Some General Principles	p. 250
Teaching the Other Parts of the Curriculum	p. 256
Combining the Parts of the Curriculum	p. 261
Summary	p. 264
Attacking and Checking Questions	p. 265
Practice Examples	p. 265
Preliminary Checks	p. 266
Attacking Questions	p. 268
Methods of attacking questions	p. 268
Checking	p. 276
Important Elements of a Teaching Programme	p. 281
Introduction	p. 281
Consider the Pupils' Needs	p. 281
The Structure of the Course	p. 282
Classroom Management: Making the Lessons Suit the Pupils	p. 286
Evolving Expectations and Emphases	p. 287
Internal Assessment	p. 291
GCSE Examinations	p. 293
Summary	p. 294
Appendices	p. 295
Books, Journals, Tests and Games	p. 296
Teaching Materials	p. 301
References	p. 303
Index	p. 311
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Mathematics for Dyslexics : Including Dyscalculia

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