![The Tricky Teen Numbers [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2022/11/Screen-Shot-2022-11-19-at-9.59.08-PM.png)
THE TRICKY TEEN NUMBERS Some of the difficulties that dyslexic individuals have learning math involve ambiguities or inconsistencies that other people don't seem to notice. It's a common finding that dyslexic students need to know why and not just that something is...
![The Language of Math [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2022/10/The-Language-of-Math-Dyslexic-Advantage.jpg)
“The meanings of words in general usage are often very different from their mathematical meanings.” — Marilyn Burns Educational leaders are becoming increasingly aware of the importance of teaching the language of math in order to raise understanding and performance. There can be extensive reading and writing demands associated with math learning and dyslexic students […]
![Managing Too Much Information in Math with Card Sorts and Categories [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2022/06/math-dyslexia-shutterstock.png)
Too often math classes start off with a lot of math problem-solving that can result in students in getting lost. Sometimes the problem is that math explanations overload working memory; other times, students struggle because they can’t listen for understanding at the same time they are trying to take notes, leaving them to figure out […]
![How to Not Go Crazy from Fractions and Decimals [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2022/05/math-dyslexia-decimals-fractions-400x250.png)
Fractions and decimals can drive a lot of us crazy. After learning “big” or “long numbers” are larger, suddenly fractions and decimals come along to flip these assumptions upside-down. For dyslexic students, care must be taken at the first step of understanding the equivalences among the different representations of fractions and decimals before moving onto […]
Fractions can be confusing. Some students are confused by the new terminology that comes with fractions (numerator, denominator), while others are confused because they seem to have different principles from those learned from whole numbers. Numbers that "get bigger"...
![Working through Higher Math [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2022/04/Working-through-Higher-Math-400x250.png)
“An algebra equation should have a physical meaning to it, and have good real world examples…” — Gary McGregor, PhD Gary McGregor has a lot to say when it comes to math because he survived dropping out of high school, knowing only the basics of math calculation (adding and subtracting, but not fractions) […]
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In the many years Brock and I spent testing and listening to dyslexic students at every level of education, we often heard first hand accounts of how they learned how to tackle difficult subjects and bypass school-related challenges. As research studies bear out (for instance, see Kirby’s study of dyslexic university students), many dyslexic students […]
Here are several desirable features for remote math programs for dyslexic students: - Comprehensive (math builds on prior knowledge; programs must be comprehensive) - Spiralling (reviews and deepens knowledge of concepts over time; more info here) - Video and...
![Higher Math for Scientists: Don’t Give Up [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2022/02/Higher-Math-for-Scientists-2-400x250.jpg)
“…To be a successful scientist, you need to do what you like to do. If you don’t like mathematics, don’t give up. That doesn’t forestall you’re being a scientist at all.” — E.O. Wilson One of the first science professors I had as a freshman at Harvard was E.O. Wilson, a pioneer of Evolutionary […]
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“… children with dyslexia, because of disruption to left hemisphere language area, use a less optimal route for retrieval-base arithmetic, engaging right hemisphere parietal regions typically used by good readers for procedural-based arithmetic.” — Evans et al, 2014 TEACH MATH TO DYSLEXIC STUDENTS THROUGH STRENGTHS It was a research group at Georgetown University that […]
Paula Beardell-Krieg is an innovative math educator and paper artist who brings all types of math wonder and discovery in her work as a math educator. As an example, check out her flexagon below. I recently had the chance to talk with her about her experiences...
![Getting a Sense for Numbers [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2021/12/Sense-for-numbers-e1642618957111-400x250.jpg)
For many, math is a somewhat mysterious subject. From an early age, some students may stand out from others in their mathematical ability whereas others don’t and some may seem to have bewildering difficulty with even basic aspects of numbers and math quantity. The last decade has seen significant advances in our understanding of individual […]
