Helping the dyslexic individual with maths

by Steve Chinn

Try to use the facts you do know to work out the facts you do not know. For example, multiply 2 twice to get the four times tables facts, or halve the ten times facts to get the five times facts.

Do the same with addition and subtraction facts. Use what you do know and build around those facts.For example, to add 9 to a number, add 10 and then subtract 1 or to subtract 9, first take away ten, and then add back 1. Add 6 as 5 plus one, and 7 as 5 plus 2.

Build up your confidence. Learn to be comfortable with an estimate, which you can then refine or check with a calculator. Take some risks!

Use the easy numbers to help you understand how methods work. For example, if you know that a half plus a quarter makes three quarters, then you have access to the basic procedure for adding fractions.

Learn that much of mathematics is inter-connected and use this to your advantage. For example, adding and multiplying are closely connected, so you could work out 7 x 8 by adding up seven lots of eight, or you could work out 5 x 8 by multiplication, then 2 x 8 and add the answers (40 plus 16) together togive 7 x 8 (56).

Go back to what you do know and understand. It will almost always be more than you think. Then use this to work at what you don't understand. Build from firm foundations.

The concepts of mathematics start early and transfer onwards. Algebra, for example, uses all the rules of numeracy and is often easier than numbers. For example, adding up the lengths of three sides of a triangle might involve adding 37, 58and 86. If it was algebra and the sides were a, b and c, the total is written as a + b + c, which is a much easier conclusion than 37 + 58 +86 = 181.

Look for the development of an idea in maths. For example, 3 + 5 = 8 develops into 30 + 50 = 80, 300 +500 = 800, 0.3 + 0.5 = 0.8, 3a + 5a = 8a.

Overview a problem before you start. See if you can get the whole picture and find the familiarity.  For example, when adding a column of numbers, find the combinations which make ten and use these to reduce the adding task. 6 + 5 + 8 + 9 +4 + 2 + 3 + 2 could be re-arranged as (6 + 4) + (5 + 2 + 3) + (8 + 2 )+ 9 = 10 + 10 + 10 + 9 = 39.

Try to rephrase word problems or represent the information in a diagram.

Teaching Students who have Learning Difficulties with Maths.Tutor: Steve Chinn (www.stevechinn.co.uk).  A 4 day comprehensive and pragmatic course about learning difficultiesin maths and dyscalculia, leading to a College of Teachers Certificateof Educational Studies (www.collegeofteachers.ac.uk)

This is a tried and tested course that has been run in theUK, India, Singapore, and Switzerland to excellent evaluations. It hasevolved from a full AMBDA (Numeracy)/ MMU PG Cert course designed bySteve with Mark College colleague Julie Kay which they delivered for 4 years under Mark College's Beacon School funding. It is a course basedon Steve's classroom experience and research.

"Thanks for your wonderful insights.. you have taught me so much."

"Thanks for making maths fun.? ?I found the course an inspiration."

Hotel Eva 4*, FARO, Portugal, November 13-16/11/2007

This is a top value, attractive location for the course (www.tdhotels.pt)We have used the Eva for the past three years to deliver a Comenius course. It is 10 minutes from Faro Airport and overlooks the Marina.

Steve Chinn is an award winning author ('The Trouble with Maths') and founder of Mark College, Somerset, an award winning school (awards include the ISA 'Award for Excellence') for dyslexic boys. He lectures worldwide on learning difficulties in maths. In 2007, Steve will run several courses abroad including: Ireland to train SESS special needs trainers, Kuwait (one course in English, one translated into Arabic), in Malta for the Maltese Government, in Dubai and in Geneva. He will be speaking at the Education Show, Birmingham and theTES/NASEN show in London.

For full details contact Steve Chinn at: steve.chinn@btinternet.com

'The course has given me so much confidence.'

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Course Programme:

Part 1 The Trouble with Maths.

  • An Overview. Developing an Understanding of the Learner.Dyslexia and dyscalculia. Definitions and descriptions.
  • Factors which contribute to learning difficulties in maths
  • Factors which contribute to success in maths
  • Building understanding and empathy for dyslexic and dyscalculic learners
  • The vocabulary and language of maths
  • Word problems
  • Evaluating worksheets and books
  • Thinking style in maths: It's importance for teachers and learners.

Part 2. Diagnosis and Assessment.

  • The NFER-Nelson Screening test for dyscalculia
  • An overview of the maths tests psychologists use and of commercially available standardised tests. How to appraise tests.
  • Criterion-referenced tests
  • Setting up an informal test protocol.
  • Individual Education Plans
  • Error patterns.

Part 3. Teaching Numeracy

  • Strategies for accessing (and understanding) the basic addition and subtraction facts. Breaking through the counting barrier.
  • Addition and subtraction. Alternative methods and their pre-requisites.
  • Multiplication facts. Rote learning and alternative strategies. How this illustrates developmental teaching.
  • 'Long' multiplication and division.
  • Using concrete/manipulative materials. Multisensory learning
  • Developmental maths. Building on the basics to explain the
  • foundations of algebra. The prerequisities of algebra.
  • Fractions, decimals and percentages. Providing the overview and developing understanding and procedures.

Part 4. The affective domain

  • Expectations, Beliefs, Anxiety
  • Attributional style

A summary and review of the seminars.