Dyscalculia
Published on Apr 24, 2018
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PRESENTATION OUTLINE
who am i? who are you?
Emily Dygve
Northern Virginia Outside of Washington DC.. (a place I have no interest of returning
Working with students with specific learning disabilities with a focus on math for 11 years
How many parents? Professionals? Both parents and professionals?
Northern Virginia Outside of Washington DC.. (a place I have no interest of returning
Working with students with specific learning disabilities with a focus on math for 11 years
How many parents? Professionals? Both parents and professionals?
Photo by Philip Brown
Myth or Fact
"Some people have a maths brain and others do not"
Some people have a maths brain and some do not
by a raise of hand, who believes this is a myth?
Who believes this is a fact?
Who is not sure?
by a raise of hand, who believes this is a myth?
Who believes this is a fact?
Who is not sure?
Photo by JD Hancock
Assessment
- I will read the question and you will have 5 seconds to write your response before moving to next question.
- You will complete 5 math problems
- I will read the question and you will have five seconds to write your response before moving to next question.
1) Round 237.982
to the nearest hundredth__________
2) Write 0.44 as a
A) fraction in simplest form and B) percent
3) Calculate the following:
85% of 400
4) Express the following as a percentage of the total:
$150 of $250
5) Evaluate the following:
1/2 - 1/3
Brain Functions
- Working memory
- Verbal reasoning
- Visuospatial awareness
- Attention
- Supression of unwanted information
- Fluid Reasoning
Photo by biologycorner
Dyscalculia vs. Maths Anxieties
Which came first, the chicken or the egg
The maths difficulties lead to the anxieties
Or the anxieties lead to difficulties in learning maths and students get far behind
Or the anxieties lead to difficulties in learning maths and students get far behind
Photo by Mark Turnauckas
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While they can look similar, they are actually different
Now we will go over the differences
Now we will go over the differences
Developmental Dyscalculia
- Difficult to define
- Researchers agree on: subitizing, numerical stroop, recalling facts and problem solving
- Specific Learning Disability (SLD) - congenital
- Caused by a lack of electrical activity in the math processing center of the brain
Developmental dyscalculia is difficult to define because of all of the skills that maths involves: for example the level of language used in math and all of the brain processes which we will talk about later.
Photo by Chris Liverani
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Developmental dyscalculia is difficult to define because of all of the skills that maths involves: for example the level of language used in math and all of the brain processes which we will talk about later.
Untitled Slide
Developmental dyscalculia is difficult to define because of all of the skills that maths involves: for example the level of language used in math and all of the brain processes which we will talk about later.
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Maths Anxieties
- Had a negative experience in maths
- Trajectory of avoiding maths
- Able to learn rote maths facts
- Signs: avoiding homework and classwork, avoiding class, poor performance on assessments
- Can be co-morbid with Dyscalculia
Photo by Tim Geers
Causes of Maths Anxieties
- Assessment culture
- Games in class
- Poor teaching
- Fear of failure
- Fixed Mindsets
- Media
Assessment culture: Assessments are timed (IB GCSE) - when students feel under pressure their working memory slows down
Photo by ASweeneyPhoto
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Common Maths Difficulties
- recognizing numbers
- fluidity and flexibility
- counting
- estimating
- measurement
- patterns
- spatial relations
- rule
- Visualizing
Recognizing numbers: symbols as an amounts, subitizing
Fluidity and flexibility: number sense, like switching between fractions and decimals
Procedures and principals with counting different sets
Estimating and using mental maths
Measurement: length, weight, area, time,
Patterns with numbers and applying arithmetic and geometric sequences
Fluidity and flexibility: number sense, like switching between fractions and decimals
Procedures and principals with counting different sets
Estimating and using mental maths
Measurement: length, weight, area, time,
Patterns with numbers and applying arithmetic and geometric sequences
Photo by G. Crescoli
Key Takeaways
- Dyscalculia is a specific learning disability
- Maths anxiety is an emotional condition involving self doubt and fear of failing
- Understanding difference can help with determining intervention strategies
- Both affect maths performance
- Can be co-morbid (maths anxiety is a symptom of Dyscalculia)
Photo by JulieK (thanks for 6 million views)
Dyscalculia Interventions
Direct and Explicit
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Strategies for Maths Anxiety
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Strategies in classroom
- Removing language
- Time for processing - pre-questioning
- Printing out notes
- Front loading with content
- Teacher chosen partners
- Explicit instruction
Photo by Editor B
Assessment Strategies/Accommodations
- Extra time
- Provide more space for working out problems
- Scaffold test questions
- Quiet/private seating area
- Read questions aloud
- Allow for asking of questions
- Simplify (or remove) the language
Photo by Schilling Elementary 4th Grade
Strategies at home
- Discuss math topics related to home
- Set up budget system
- Use math tools and manipulatives together
- Watch TV together and discuss numbers and maths in our world
Photo by William Hook
Case Study
Photo by CollegeDegrees360
At a Glance...
- Y8, 12.5 years old
- Strengths: working with peers, positive attitude towards learning, strengths in performing arts.
- Areas of Difficulty: learning and applying new concepts, independence with task initiation and completing work, difficulty with emotional resilience which impacts her overall work. Severe maths deficits
Photo by TheDyslexicBook.com
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SLIDES WITH GRAPHS
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Fluid Reasoning
- The capacity to reason and solve problems
- Innate skill we are born with
- Assessed by using non verbal reasoning to identify patters in visual objects
Photo by Gerson Repreza
Journal Article
- The study demonstrated that "FR (fluid reasoning) predicts future math achievement across ages, above and beyond the effects of age, math reasoning, and other cognitive factors correlated with math proficiency -vocabulary and spatial skills – advances existing developmental theories of mathematics." Journal of Experimental Child Psychology, May 2017
Photo by Hey Paul Studios
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Ascend example
Interventions 5-6 slides
1 Year later....
- Happy learner with much less anxiety towards school
- Has moved from Year 3 and has almost completed Year 4 level maths
- Has more confidence, independence and self advocacy
Photo by Bryan Minear
Compression
of Concepts within the Brain
Maths is Conceptual
Photo by hansbrinker
Disconnection Between Concepts
Photo by Tom Quandt
