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3.4 Math(s) (Dyscalculia)

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帮助读写有障碍的孩子

4.8（611 个评分） | 37K 名学生已注册

This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes

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4.8（611 个评分）

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NP

May 26, 2019

Excellent course that really guides the learner through the complexities of reading and writing. Highly recommended for anybody supporting children who are struggling with reading and writing.

AM

Mar 10, 2019

An amazing course, with amazing content and ideas! One day when I am principal of a huge school, every teacher I employ will be guided through this course! So useful and amazing! Thanks again!

从本节课中

'Co-morbidity', and psychological and social aspects

The ‘dys’-constellation (dyspraxia, dyscalculia etc); audition; vision; loss of self-esteem; long-term effects of school drop-out and antisocial behaviour – evidence from Canada; ‘positive’ aspects of dyslexia and unusual aptitudes; discussion around pros and cons of ‘labelling’ a child

3.1 Audition13:00

3.3 Attention8:49

3.4 Math(s) (Dyscalculia)7:22

3.5 Dyspraxia4:07

3.6 Oral language impairment7:29

3.7 Psychological aspects – Part 16:10

3.8 Psychological aspects – Part 211:02

3.9 Positive aspects4:33

3.10 Pros and Cons of “labelling”4:12

教学方

Dr Jenny Thomson
Dr Vincent Goetry

脚本

So another part of the wider dyslexia constellation

can be issues with maths or math.

And research suggests that up to 60% of children with dyslexia

do experience some kind of issues with maths.

What we find here, again, as with all of these aspects of the constellation,

we can unpack them and their complex constructs in their own right.

And obviously the same with maths.

Maths actually represents many different skills to acquire.

But we can, from the knowledge you've already gleaned from this course,

we can actually make now connections to how that might impact maths ability.

What we typically see is that for students with dyslexia,

they can often have strengths in the more spatial aspects of maths,

so for example geometry and things that involve spatial representations.

And this is certainly an area where some individuals with dyslexia

can show real strengths in relation to their typically reading peers.

And often they can be actively recruited into professions

that value these types of skills.

But then in terms of challenges, there's lots of language

in phonology in math, which can be a hurdle sometimes.

And so if we think about the early stages of learning maths,

dependent on the approach, of course, but

in many traditional ways of teaching, there's quite a lot of rote

memorization in some of the basic rules, (and multiplication tables.

And so this rote memorization and reliance on both short-term memory and

working memory, we can kind of predict that this might be tricky for

someone with dyslexia, because these are vulnerability areas for them.

And this is what we see.

We see where facts are expected to be learned by rote

children with dyslexia can really struggle.

So then they don't have the foundations

upon which to build some of the more complex processes.

We also see that we've talked about how dyslexia

can result in issues with sequencing.

And lots of mathematical operations involve a good sense of sequencing.

So you need to be able to carry out multi-step operations.

But then, also, sometimes things are more complex in terms of having to reverse

the order of things in part of an operation to get to the ultimate answer.

So your sequencing skills need to be really strong for

many aspects of maths, and so again, this can be a challenge for

some people with dyslexia, if not presented in the right way.

Where we're talking here, actually,

teaching that helps children get, dig down to the concepts, so they're not having to

rely on memorized facts for maths, can really succeed.

It's not that the conceptual understanding isn't there, but

sometimes the way of teaching and the layers of language and

sequencing can make it hard to get down to those core concepts.

There can also be difficulties distinguishing between similar types of

symbols, so for example the addition symbol and the multiplication

symbol can look quite similar, as can the subtraction and division symbols.

So, choosing the type of operation can sometimes trip people up,

as well as if you start thinking about word problems in math,

there's all sorts of different words for operations that we bring in.

So, for example, with even a subtraction, we can talk about subtracting,

taking away, there's going to be a difference between numbers,

lots of abstract relational terms,

sometimes often meaning similar but slightly different things.

And so this is often a big trip-up for people trying to find out

what concepts they're being required to do within this mass of abstract words.

And so again, teaching approaches that help teach the concepts without this,

sometimes students are going to have to learn to navigate this to get

through certain mandated exams.

But you can give them the confidence in maths by helping them

get the basic concepts, ... ... ... ... ...

maths is something where it's particularly easy to develop an anxiety or

a feeling of lack of competence.

So you really do want to try and instill that competence in the early years.

We can get even more, a bit more philosophical here as well when we

actually link to what we were talking about in (week) one about writing systems.

So often it's asked why some of the Asian countries are much stronger in mathematics

than, for example, European countries, And one thing people sometimes mention is,

well the language of their number system is just much more transparent then ours

which may help with some of the processing.

So to give an example of the somewhat lack of transparency in English.

If you think about, if we take say the teens.

So we've got 13, 14.

If we think about how transparent the numerical quality of those terms is,

we can tell, well especially with 14,

we can tell there's something about a four there.

And then if we know there's 13, 14, 15 we can extrapolate

the teen is something to do with the teen numbers.

But 13 is not completely transparent.

We've got to link the 'thir' to a three.

But then if we think about 11 and 12, if you see those written out,

where's the clue to actually what the numerical properties are there?

So, at the moment, we're still trying to work out how much of a hindrance this is,

and it's not going to be the whole factor, but it is an interesting reflection on

how actually certain languages may just give children a head start and

make certain things slightly easier, especially if phonology and

language are issues for you.

So this is just a taster of some of the interaction between maths and

reading difficulties.

... Steve Chinn, who's an expert in this area, has some great resources and

talks that you can look at on his website, and

we've provided a link to this within our course site.

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