Online Visual Math Curriculum [Premium]

Online Visual Math Curriculum [Premium]

by | Dec 16, 2024 | , , , ,

There are several potential advantages to using a visual online math curriculum: • an online program is infinitely patient • programs can adapt to users – not too hard or easy – just right • hints and encouragement when needed • comprehensive curriculum with some periodic review • colors and animation to illustrate concepts • options to repeat information or provide additional explanation Recently, I heard about KooBits.com. They say two thirds of the school children in Singapore are using KooBits and Singapore is recognized as an international leader in educational assessments (as a comparison whereas Singapore comes out as #1, US students usually score around #30). Singapore math programs introduce new math concepts using the Concrete-Pictoral-Abstract practice, an approach that works well for dyslexic […]

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The Problem of Place Value [Premium]

The Problem of Place Value [Premium]

by | Oct 11, 2024 | , , ,

Understanding place value is critical for math, but dyslexic students may struggle due to errors in sequencing, directionality, and substitution. This blog post explores common challenges dyslexic learners face with place value, strategies like using base ten blocks and graph paper to help, and why reviewing place value remains essential even for older students.

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Calculator Use: Accommodation or No? [Premium]

Calculator Use: Accommodation or No? [Premium]

by | Aug 24, 2024 | , , , , , , ,

A teacher writes, “I have a new student who transferred from a public charter school. She has an IEP accommodation for a calculator use for anything involving math calculations. But I’m wondering whether providing a calculator is changing standards? Is she learning how to use a calculator rather than learning how to do math? Where do we draw the line?” I’m glad you asked this question. I think more teacher and parents ask themselves this question than you may realize. Dyscalculia is one of the least recognized “specific learning disabilities.” In the past ten years, there’s been a revolution in our understanding of the scientific basis of dyscalculia, but in day-to-day practice, there’s remarkably little in the way of practical guidance for both teachers and […]

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The Challenge of Word Problems [Premium]

The Challenge of Word Problems [Premium]

by | Apr 28, 2024 | , ,

Just as challenging text or long technical words can be difficult to decode without explicit instruction, so word problems in math can cause students to struggle without explicit instruction and highlight to the patterns that exist between problems. Many dyslexic students will struggle as they progress through higher levels of math without being able to grasp the big picture of what they are learning and trying to master. Teaching the different categories of word problems they are likely to encounter brings simplification and order to an otherwise chaotic accumulation of math problems.  

  One helpful free public resource for helping students with math is the math guide from the IES or Institute for Education Sciences here. Here are examples of how change […]

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Math and Sciences: Symbols and Dyslexia [Premium]

Math and Sciences: Symbols and Dyslexia [Premium]

by | Mar 16, 2024 | , , , , ,

It’s important to be aware that although many dyslexics have natural strengths in math reasoning and scientific thinking, these strengths may not be evident during K-12 education because of challenges with symbol confusion and polysemous or multiple meaning words in math and science. As a result, even students with high potential in science and math may find themselves underperforming in these subjects. Few specialty teachers receive training in ways to support their dyslexic students, so students are left on their own to figure out lessons and homework. THE PROBLEM WITH SYMBOLS Symbols can be a great challenge to dyslexic students because of a common weakness in snapshot picture or eidetic memory. The same difficulty that makes it so hard to take a picture of spelling […]

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What Can Help with Working Memory Limitations?

What Can Help with Working Memory Limitations?

by | Feb 25, 2024 | , , , , , , , , ,

Q: My 9 year old son is having trouble making progress in reading, writing, and Math because of working memory. What can help? Working memory is a type of memory that allows us to temporarily hold information ‘in mind’ to be used for other cognitive tasks. Some people refer to it as a ‘sticky note’ like remember a phone number when taking a message or directions when someone tells you where you need to go.

  WORKING MEMORY LIMITATIONS AFFECT READING, WRITING, AND MATH Working memory limitations can affect reading, writing, math, and really all types of learning because if too much information is presented at once, students can lose their place, forget what’s been said, and experience what experts call “cognitive overload”. […]

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Teaching Geometry to Dyslexic Students [Premium]

Teaching Geometry to Dyslexic Students [Premium]

by | Feb 18, 2024 | , , , , , ,

“Henry Winkler… got his diploma in the mail only after taking the same geometry class eight times in a row over the course of four years, during the summers and regular school semesters, and finally passing with a D-.” — Alia Wong, “The MisEducation of the Fonz”, Atlantic Monthly It’s surprisingly hard to find research publications on teaching geometry to dyslexic students. One reason, suggested by Kay and Yeo in their book Dyslexia and Maths, is that numerical difficulties are more common among dyslexic students than geometric ones. They cite one study of 92 students followed over four years in which 50% failed to meet standards in Number Work, compared to 27% who missed for “Measure, Shape and Space.” That being said, because geometry is […]

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Statistician with Dyscalculia – A Chat with Dylan Lynn [Premium]

Statistician with Dyscalculia – A Chat with Dylan Lynn [Premium]

by | Jan 7, 2024 | , , ,

  How can a statistician have dyscalculia? Welcome to the wonderful world of mathematics – the field is as wide as it is deep. One of the keys to Dylan’s love of statistics, and later data analysis is that she loved math to tell stories. She loved the puzzle-solving aspect of statistics and how information could be made accessible through analysis to drive decision-making and policy. Although Dylan had indeed struggled with many lower level aspects of math – like timed math fact retrieval, math symbols, and fractions, she flourished as a data analyst in tech companies, drawing trends across disciplines and communicating what she learns from patterns that she recognizes to drive informed decisions.     Such a career has many aspects of MIND […]

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Teaching Math with Visual Models [Premium]

Teaching Math with Visual Models [Premium]

by | Dec 13, 2023 | , , ,

One way to teach to students’ strengths is to build on nonverbal reasoning and experimential – multisensory learning strengths in math. What does that mean? It means not being in a hurry to have students work through math problems before a strong foundational understanding and technical math meanings are established, and building on math reasoning before diving into math problem-solving involving symbols and technical language. Room to Discover has an excellent post on Visual Models. With five representations of mathematical ideas, why is there so much focus on verbal and symbolic work?     The creator of Room to Discover also runs workshops and publishes manipulatives and other resources to his store. The Room to Discover site focuses on graphic representations – but a related […]

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Math Problems: Does It Matter If It’s Identified As A Math Disability? [Premium]

Math Problems: Does It Matter If It’s Identified As A Math Disability? [Premium]

by | Jul 24, 2023 | , , , ,

There are millions of school children struggling with math at school. Does it matter if a student’s math struggles are identified formally as a math disability or dyscalculia? 40% of dyslexic people are likely to also have dyscalculia, but because dyscalculia is rarely assessed in schools, few individuals ever receive that designation. Does it matter? In the short term, some school professionals might say it does not matter much – because students who need help in math will get it if their scores qualify. What do we believe? Having a math LD formally identified can be helpful – although we realize that testing may not always be easily available. If you are a testing professional, consider adding the WIAT Math subtests to routine comprehensive battery […]

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