![]() ![]() Teaching and reinforcement methods suggested for supporting learners “diagnosed” with dyscalculia are often very effective and sensible teaching approaches that would benefit all learners of mathematics. Research on the internet suggests that there are conflicting understandings (and beliefs) about dyscalculia’s nature and its status as a specific learning difficulty.įormal research into dyscalculia stretches from psychological approaches involving brain scans to locate activity in the brain, which appears to have identified dyscalculia as a genuine and measurable phenomenon, to discussion around whether it might be linked to a whole spectrum of specific learning difficulties and anxiety about maths. Dyslexia and dyscalculia can co-exist or they can exist independently of one another.” Students with dyscalculia have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. “Dyscalculia is the term used for a specific learning disability affecting numbers and maths. ![]() Specific learning difficulties affecting maths ability time and space for learners to explore problems, making and correcting mistakes as they find them.space and time for discussion between learners.activities which require learners to collaborate or co-operate with one another.Surveys, for example using questionnairesĮxamine your teaching practice, looking at session plans for specific sessions.Use of information and communication technologies, in particular multimedia.“Hands-on” activities with concrete materials.a range of activities that will enable students to learn actively. Question start with words such as: “Is it always the case that …?” and “Can you suggest a time when this would not be the case …?”Īctive learning does not necessarily require learners to be physically active. Questions come from not only the teacher but the learners themselves, and they tend to be higher-order, seeking deep understanding through exploration and broad application. It encourages learners to be actively engaged in talking and collaborating to solve problems. Active learning can be used in any context, including vocational contexts, with learners working at any level. Research has found that learning which is not passive but ‘active’ is most effective for teaching maths. The learners listen then repeat exercises on their own without collaboration. Traditionally, maths has been taught using a ‘transmission’ model, where a teacher, in a position of authority and expertise, relays information from the board to a passive class.
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