Math & Dyscalculia
Often referred to as dyscalculia, math-related learning disabilities are complex and require intervention by skillful teachers to help students achieve success. Weve gathered informative resources here for both parents and educators regarding learning disabilities in the area of mathematics.
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Technology can help students learn math. They work harder and enjoy learning more. But how can you choose the right technology? Read these ten tips to select software that works for your learning disabled students. Some sample tips: You need software that is a) modifiable b) has small increments between levels, and c) has good record-keeping capabilities.
Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994).
This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of four middle school students with learning disabilities who were low-performing in mathematics.
When should a teacher allow students to use a calculator? Here is a look at what research shows about the when a calculator should be used- and when it should not be used. A flow chart is provided to help teachers make a choice about classroom calculator use.
Less is known about the components of effective mathematics instruction than about the components of effective reading instruction, because research in math is less extensive than in reading.
Children with dyscalculia often lack "number sense," a term which refers to the ability to understand mathematics. Learn detailed tips on how to improve the number sense of students having difficulties. Read about how to give your students concrete experience with mathematics, teach the skills until they master them, and teach them to understand the language of mathematics.
The National Center for Learning Disabilities presents a basic fact sheet on dyscalculia, a term which refers to a wide range of learning disabilities involving math. The following questions are answered: What are the effects of dyscalculia in early childhood, during the school years, and on teenagers and adults? What are the warning signs? How is dyscalculia identified and treated?
Read about the warning signs of dyscalculia for young children, school age children and teenagers and adults. The National Center for Learning Disabilities summarizes what you should know about dyscalculia.
While there is a great deal of information on reading and RTI, there is a dearth of research on math with RTI. Thus, the development and implementation of reading and RTI has blazed a path to RTMI (Response to Math Intervention).
Why cant everyone think with numbers? Why do some children learn math readily, handle money and time concepts with ease, retain information from year to year, and think with numbers effortlessly? What cognitive processes do some have that others do not?
Mathematics learning disabilities do not often occur with clarity and simplicity. Rather, they can be combinations of difficulties which may include language processing problems, visual spatial confusion, memory and sequence difficulties, and/or unusually high anxiety.
Over the past several decades important advances have been made in the understanding of the genetic, neural, and cognitive deficits that underlie reading disability (RD), and in the ability to identify and remediate this form of learning disability (LD).
Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction.
Teachers, help you students learn to do word problems. Learn to use the STAR approach. (S) Search the problem. (T) Translate the problem. (A) Answer the problem. (R) Review the solution. Examples and sample scripts are given for this empirically validated technique.
This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction for students with mathematical disabilities.