Dyslexia and Mathematics

T. R. Miles

Routledge | 1991 | 144 páginas | pdf | 683 Kb

link

Descrição: As dyslexia is seen primarily as a limitation in the ability to learn the use of words and other symbols, special ways have been found to teach the notation of mathematics. Using case studies and analysis, the six contributors to Dyslexia and Mathematics show how the needs of dyslexic children, at various ages and levels, differ. They present alternative strategies and approaches in dealing with specific problems.

Throughout the book the need for practice as opposed to memorizing symbols is continually emphasized, and the skill of the dyslexic at pattern recognition is fully taken into account. All contributors have had experience in teaching dyslexic children at various levels.

Teaching Mathematics to Middle School Students with Learning Difficulties

Marjorie Montague, Asha K. Jitendra

The Guilford Press | 2006 | 178 páginas | rar - pdf | 1,3 Mb

link
password: matav

A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.

Mathematical Difficulties: Psychology and Intervention

(Educational Psychology)
Ann Dowker

Academic Press | 2008 | 272 páginas | rar - PDF | 1,4 MB

link
password: matav

This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.

The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.

Mathematics for Dyslexics: A Teaching Handbook

Wiley | 2005 | 280 páginas

link (epub - 1,97 Mb)

Descrição: This book offers a background review of the problems dyslexics face in mathematics, a philosophy of teaching approaches, a diagnostic procedure and practical suggestions on how to teach a range of mathematical topics. Although written by teachers working with pupils aged 10 and above, the level of topic they cover may also be applied to a much younger age group.

For the second edition the chapters on basic numeracy have been revised to show the further evolution of teaching philosophies into a unified and developmental programme which sets firm foundations for more advanced mathematics.

The chapters on percentages and time have been expanded and there are new chapters on positive and negative numbers and teaching the National Curriculum. A summary of the ever changing field of computer technology is also included. Elsewhere the chapters have been updated and adjusted to take account of new research and ideas as well as feedback on the first edition.

Mathematics for Dyslexics: Including Dyscalculia

Steve Chinn, Richard Ashcroft

3.ª edição

Wiley | 2006 | 336 páginas | PDF | 1,5 Mb

link
scribd.com
m.friendfeed-media.com (link direto)

Descrição: This book, first published in 1993 has become the standard teaching text for mathematics and dyslexia. It provides a background understanding of why difficulties may occur and structured ideas for addressing the individual needs of the learner. It also outlines a detailed diagnostic protocol, which has been the basis for subsequent protocols from other workers in this field.

Topics such as accessing basic facts, when unable to retrieve them from memory, are addressed mathematically, rather than by some less developmental method such as singing the facts.

This third edition has been expanded to take into account new developments in teaching mathematics to dyslexic and dyscalculic pupils. The four operations: addition, subtraction, multiplication and division are all dealt with using linked and mutually supporting methods. The development of maths from basic understanding of number to algebra is covered in a coherent and inter-related manner.

Mathematics for Dyslexics Third Edition provides a unique mix of background theory and practical classroom ideas that are structured and mathematically developmental. It is written in a jargon-free, accessible style presenting maths in a non-threatening way.

Dyslexia, Dyspraxia and Mathematics

Dorian Yeo

Wiley | 2002 | 280 páginas| PDF | 21,74 Mb

link

Descrição: 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.

Teaching Foundation Mathematics: A guide for teachers of older students with learning disabilities

(David Fulton / Nasen Publication)
Na Naggar-Smith

Routledge | 2008 | 186 páginas | pdf |1,4 Mb

link

This fully photocopiable resource will provide essential materials for anyone teaching pre-entry or foundation Maths in secondary schools and further education. Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and/or disabilities and for children, over twelve, with special needs. It will also prove useful to teachers training to work with these learners.

Thirty ready-to-use lessons are at your fingertips in this book, complete with tutor’s notes, teaching objectives, detailed lesson plans and photocopiable worksheets, where appropriate. The lessons are divided into three areas – number, shape and measure.

Numeracy and Learning Difficulties: Approaches to Teaching and Assessment

Peter Westwood

Australian Council for Educational Research | 2001 | 136 páginas | PDF |

link

Referência em: MathEduc

By understanding why children struggle with maths, teachers are better equipped to provide effective support and nurture confidence in low-achievers. 

Numeracy and Learning Difficulties includes how to tackle common learning difficulties by following different teaching practices and principles, identifying gaps in students' knowledge and developing curricula that bridges these gaps, improves numerical literacy using probem-solving strategies and skills, and a handy checklist of benchmanrks in achievement.

Mathematical Understanding 5-11: A Practical Guide to Creative Communication in Maths

Anne Cockburn

Paul Chapman Educational Publishing | 2007 | 128 páginas | rar - pdf | 2,4 Mb

link
plunder.com

Descrição: Sam - a young and enthusiastic trainee teacher - asked the class, 'What is the difference between 7 and 6?'. Jo's hand shot up and he immediately responded, 'Well seven is all straight lines and sixes are all curly.'

How can you help children to make progress in mathematical understanding?

Children's mathematical misconceptions very often arise as a result of poor communication. This practical and innovative book presents a range of creative strategies to help teachers communicate effectively in the mathematics classroom, offering some new ways of presenting the fundamental concepts and principles of mathematics, and clearly demonstrating that the most effective form of communication is not always verbal.

Each chapter focuses on a theme or concept central to the numeracy strategy, such as subtraction, shape and space, constructing and connecting 2D and 3D shapes, data-logging and graph interpretation, and mathematical reasoning. Each chapter supports teachers' subject knowledge as well as suggesting a range of communication strategies (e.g. speaking, listening, drawing, role play, and visual methods such as posters and ICT work) to help teachers and children to share and build on their understanding. All of the activities have been tried and tested in classrooms across Europe.

Written by a team of highly experienced teachers, the book will be valuable reading for pre- and in-service teachers, teacher educators and anyone who has an interest in extending the ways children actively engage with mathematics. Teachers with EAL pupils in their class may find it of particular value in communicating mathematical concepts to those who find English difficult.


Contents
About the Authors vii
Introduction 1
1 Understanding Subtraction through Enhanced Communication 9
Anne D. Cockburn
2 Communicating Ideas about Space and Shape 28
Brigitte Spindeler and Bernd Wollring
3 Constructing and Connecting 2-D and 3-D Shapes 51
Diana Hunscheidt and Andrea Peter-Koop
4 Exploring Movement through ICT 72
Fiona Thangata and Alan Pagden
5 Investigating Mathematical Reasoning and Decision Making 89
Milan Hejn´y and Jana Slezáková
Index 113

Teaching Mathematics with Insight: The Identification, Diagnosis and Remediation of Young Children's Mathematical Errors

Anne D. Cockburn

Routledge | 1998 | 90  páginas | RAR - PDF | 1,01 Mb

link

The Initial Teacher Training National Curriculum says that student teachers should be trained to analyse pupil's errors in maths and act accordingly. This is the only book that supports teachers' analysis of mathematical errors and helps them predict potential problems and propose solutions for themselves. Written in an accessible style, Teaching Mathematics with Insight guides the primary and early years teacher, and the student teacher through a series of processes that will enable them to become more effective and enlightened teachers of early mathematics. The processes include: unravelling the complexities of a concept, for example subtraction, by considering its component parts and the knowledge required to acquire understanding; watching children work to observe common mistakes and analyse the underlying misconceptions; discussing the concepts with other adults.


Contents
List of figures vi
Introduction and acknowledgments 1
Chapter 1 Making mathematical errors 4
Chapter 2 Starting with place value 13
Chapter 3 Why is place value so challenging to teach? 17
Chapter 4 Exploring the analytical process in greater depth 28
Chapter 5 What is subtraction? 35
Chapter 6 Unravelling the complexities of subtraction 41
Chapter 7 What is time? 47
Chapter 8 The problems of teaching time 52
Chapter 9 Thinking about shape 58
Chapter 10 Learning more about children in classrooms 70
Chapter 11 Concluding remarks 78
Index 80

Individual Differences in Arithmetical Abilities: Implications for Psychology, Neuroscience and Education

Ann Dowker

Psychology Press | 2005 | 358 Páginas | pdf | 2 MB

link
link1

Standards in numeracy are a constant concern to educational policy-makers. However, why are differences in arithmetical performance so marked? In Individual Differences in Arithmetic, Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy difficulties.

This book reviews existing research by the author and by others on the subject of arithmetical ability and presents strong evidence to support a componential view of arithmetic. Focusing primarily on children, but including discussion of arithmetical cognition in healthy adults and neuropsychological patients, each of the central components of arithmetic is covered. Within this volume, findings from developmental, educational, cognitive and neuropsychological studies are integrated in a unique approach. This book covers subjects such as:

• Counting and the importance of individual differences.
• Arithmetic facts, procedures and different forms of memory.
• Causes of, and interventions with, mathematical difficulties.
• The effects of culture, language and experience.

The educational implications of these findings are discussed in detail, revealing original insights that will be of great interest to those studying or researching in the areas of education, neuroscience and developmental and cognitive psychology.

Contents

Acknowledgements viii

Introduction 1

1 Children, adults; males, females: Weaknesses and talents 5

2 There is no such thing as arithmetical ability—only arithmetical abilities 23

3 Relationships between arithmetic and other abilities 48

4 Counting and after: The importance of individual differences 61

5 Is arithmetic a foreign language? Representing numbers and arithmetical problems in different forms and translating between them 86

6 Derived fact strategies 109

7 A good guess: Estimation and individual differences 132

8 Arithmetic facts, procedures and different forms of memory 152

9 Effects of culture, language and experience 172

10 The brain and individual differences in arithmetic 196

11 ‘Maths doesn’t like me anymore’: Role of attitudes and emotions 211

12 Implications for helping children with their arithmetical difficulties 229

Conclusions 256

References 259

Author index 297

Subject index 318

Difficoltà in matematica. Osservare, interpretare, intervenire

Zan Rosetta

Springer | 2007 | 306 páginas | PDF | 2,6 MB

link

Referência em: MathEduc

Il volume affronta il problema delle difficoltà in matematica in contesto scolastico: fenomeno diffuso e preoccupante, che a volte si manifesta in forme di rifiuto totale della disciplina e della razionalità che la caratterizza, e davanti al quale l'insegnante si sente impotente e frustrato.

Il testo intende dare strumenti agli insegnanti per affrontare questo problema. Insistendo sulla necessità di uscire dall'approccio locale che caratterizza l'intervento di recupero tradizionale, centrato sugli errori e sulle conoscenze necessarie per dare riposte corrette, e che si rivela per lo più fallimentare, propone un approccio alternativo centrato invece sull'allievo. L'intervento di recupero diventa allora l'ultimo momento di un processo che vede l'insegnante coinvolto in prima persona nell'osservazione e nell'interpretazione dei comportamenti degli allievi. In questa ottica è quindi importante poter disporre di strumenti d'osservazione alternativi, e di un repertorio di interpretazioni possibili per i comportamenti osservati: e proprio alla costruzione di questi strumenti e di questo repertorio è dedicata gran parte del volume.