Basic Topics In Mathematics For Dyslexia

The aim of this book is to offer some help to teachers who are not very confident of their own understanding of mathematics, but want to give some basic help to dyslexics and others in the particular areas needed by them. To that end the chapters give separate topics with clear explanations for the teacher of the content to be taught, suggestions about how to teach it, exercises with answers, and in the Appendix a list of helpful materials and software. Teachers can pick out a topic without necessarily following the order in the book.

Dyslexia is seen primarily as a limitation in the ability to deal with symbolic material. As far as the symbols of mathematics are concerned, therefore, special teaching techniques are needed, just as they are for the teaching of reading and spelling. The book contains a wealth of material on individual cases and on children of different ages. Two central themes are discussed: first, that dyslexics need to carry out the operations of adding, dividing, and so on, before being introduced to the symbolism; and second that, because of their difficulties with rote learning, they need to be shown the many regularities and patterns which can be found in the number system. All the contributors have had experience of teaching dyslexic children at various levels.

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.

Using case-studies and analysis, this book shows how the needs of dyslexic children at various ages and levels differ, and presents alternative strategies and approaches in dealing with their specific problems.

Dyslexia, Dyscalculia and Mathematics will be an essential resource for teachers, classroom assistants, and SENCOs who help dyslexic and dyscalculic children with their understanding of mathematics. Written in an accessible style with helpful illustrations, this practical book reveals helpful ways in which to tackle both simple and complex concepts with students of all ages. This second edition has been updated to include references to using technology that will help children with dyslexia and dyscalculia reinforce their mathematical skills and also contains a number of photocopiable resources that can be used in the classroom. Written by Anne Henderson, who is experienced in teaching language and mathematics to pupils with dyslexia and dyscalculia, this book outlines current thinking in the field and shows how the research methods that have been proven as successful can be used with whole classes of children. This book encourages flexible methods and gives teachers the confidence to discuss alternative solutions with their pupils and help them achieve success. It is an ideal handbook for parent-teacher programmes and is also suitable for in-service training.

The Math Handbook has been developed for students with Dyscalculia and others who are struggling with mathematics. The book is based upon the Singapore Primary Mathematics curriculum, as well as the International Math curriculum. More than twenty topics are covered and explained step by step through visual representation to convey mathematical concepts. It has been specially developed for: • Students who have been diagnosed with Dyscalculia; other terms may include Mathematics Learning Disability, or Mathematics Disorder • Students who have been diagnosed with Dyslexia; as according to research more than fifty percent of those experience difficulties with mathematics. Some students may have Dyslexia and Dyscalculia as co-existing disorders • Students diagnosed with ADHD; as they may struggle with mathematics. Some students may have ADHD and Dyscalculia as co-existing disorders. • Students who have difficulties in learning Mathematics • Slow learners • Teens/Adults who have severe Math Difficulties or Dyscalculia Students will gain more confidence in mathematics, become more independent and produce better results. This book will provide them with an opportunity to experience success and maintain a positive attitude towards math. It is suitable to be used in combination with Educational Therapy or remedial intervention in Math that students with dyscalculia or Math difficulties need. An assessment conducted by a psychologist is essential and early interventions are most effective. • Please note that the flowable ePub edition of The Math Handbook for tablets and mobile devices may not appear as well organized since the material doesn't always appear together on a single page as in the print edition. Therefore, we recommend the print editions for the students.

A seminal handbook in the field for more than 20 years, this new and updated edition of Mathematics for Dyslexicsand Dyscalculics contains the latest research and best practices for helping learners with numerical and mathematical difficulties. Provides a complete overview of theory and research in the fields of dyslexia and dyscalculia, along with detailed yet pragmatic methods to apply in the classroom Contains enhanced coverage of place value and the role of the decimal point, why fractions can challenge a developed logic for arithmetic, and the complexity of time along with new material on addressing anxiety, fear, motivation, and resilience in the classroom; and links to new resources including standardized tests and recommended reading lists Written by two mathematics teachers with 50 years of teaching experience between them, much of it in specialist settings for students with specific learning difficulties Offers effective teaching strategies for learners of all ages in a structured but accessible format

Written by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics. Many of the teaching principles described in the text have specific and quite far-reaching implications. The theoretical arguments should therefore also be of interest to special needs co-ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.