Hands-on Math and Games with Ronit Bird [Premium]

Hands-on Math and Games with Ronit Bird [Premium]

by | Jul 11, 2021 | , , , , , , , ,

Recently, I discovered the math activities of Ronit Bird.   Ronit Bird is the author of several books about Dyscalculia. She has helpful tips for parents and teachers about concrete manipulatives and building up a sense of number through activities more than worksheets. I confess, I wish I had had this more when I was a kid. The tricky thing about math and activities even if you’re home schooling or home-enriching is that students who are weak in an area will often not want to do it, even if it’s something that would be beneficial for them to do. In our family, we had one child who was very, very good at all types of speed-based computer games, and another who was decidedly not good […]

To access this post, you must be a Premium supporter.

read more
The Double Whammy: Dyscalculia and Dysgraphia [Premium]

The Double Whammy: Dyscalculia and Dysgraphia [Premium]

by | Jun 20, 2021 | , , , , , , , ,

What happens when a student has both dyscalculia and dysgraphia? Be prepared for an educational path that has a timing of its own. Dysgraphia often accompanies dyslexia, but dyscalculia too. If you or your student has two or three out of these 3 “d’s” be prepared for a challenging course and a need for individualization for many years. The most typical presentation for dyscalculia relates to students who have trouble mastering the sequence of numbers and recall of basic math facts. When dysgraphia gets added to the mix, you can imagine how it may swamp working memory, causing students to lose track when they work through math problems. In a very real sense having both dyscalculia and dysgraphia also robs students of being able to […]

To access this post, you must be a Premium supporter.

read more
Algebra: What Students See and What Mathematicians See [Premium]

Algebra: What Students See and What Mathematicians See [Premium]

by | Jun 13, 2021 | , , , , , , , ,

  Ben Orlin is the author of Math with Bad Drawings and Change is the only Constant: The Wisdom of Calculus in a Madcap World.       Besides have a good sense of humor, Ben is good at recognizing the differences in the way students and mathematicians see math problems. Take for example, the math problem, What is 7 x 11 x 13. What goes through your mind when you see a problem like that? I reach for my calculator, or might try 7 x 11 first, then look for a pen a paper, but what Ben suggests is that mathematicians imagine this.   The following examples Ben shared about Algebra had me laughing aloud:   The mathematician’s simplification involves recognizing a pattern. But […]

To access this post, you must be a Premium supporter.

read more
Diagramming Math [Premium]

Diagramming Math [Premium]

by | May 30, 2021 | , , , , , , ,

When we tested older students in our clinic who were in college on STEM tracks, I often asked students who were proficient in mathematics, what strategies were most helpful to them. Many of them found their own ways of solving problems – often using spatial and mental math strategies or diagrams. How did they learn these approaches? Most said they figured it out themselves.   In my search for math curricula that emphasized deeper understanding and diagrammatic thinking, I came across two resources that may be valuable for you – Illustrative Mathematics and Japanese Math. Often, we may be reminded that mathematics has its own language. There are words and symbols that mean different things in every day speaking, reading, and writing vs. math. If […]

To access this post, you must be a Premium supporter.

read more
Spatial Intelligence: Developing One of the Dyslexic Super Powers [Premium]

Spatial Intelligence: Developing One of the Dyslexic Super Powers [Premium]

by | May 9, 2021 | , , , , ,

    Although spatial intelligence is often a “dyslexic super power” and associated with famous architects, filmmakers, inventors, and engineers, it gets surprising little education in K-12 education. What that might mean in a practical way is that many of the young members of this community might only stumble into their greatest talents by chance, or worse, not at all.   MOST CURRICULA ONLY SPECIFY NAMING AND SORTING SHAPES Math educator David Fielker noticed a surprising blind spot when it comes to math instruction with shapes: typically students are led to practice sorting and verbally classifying shapes, rather than working with them, building, adding, and taking away. It’s physically working with them, “composing and decomposing shapes, comparing and mentally manipulating two- and three-dimensional figures, and […]

To access this post, you must be a Premium supporter.

read more
Talking Through Math [Premium]

Talking Through Math [Premium]

by | Apr 3, 2021 | , , , , , , , , , ,

As the pandemic continues, more and more parents and tutors may find themselves supervising students’ math. For dyslexic students, the talking process can be especially valuable, but it may be difficult. If you are a parent or tutor helping explain a lesson or homework, it’s good to help your student talk through the steps of math; this may be especially difficult for some students. If a student has trouble finding words or has a limited working memory, talking through math may be difficult for a while until either or both of these functions develop. Such students may especially benefit when YOU talk through math, slowly and precisely. There are also ways to make the talking process easier – like having a list of math vocabulary […]

To access this post, you must be a Premium supporter.

read more
Reading and Mathematics [Premium]

Reading and Mathematics [Premium]

by | Mar 26, 2021 | , , , , , , , , ,

“Mathematics texts are more conceptually dense than almost any other type of text…Additionally, reading mathematics often differs from other types of reading because in addition to reading left to right and top to bottom, students must jump around the page to associate text with tables, graphs, symbols, and vice-versa…” The subject of reading in math class often receives very little attention in explicit instruction, because most math teachers receive little training in the specific needs of dyslexic students; in some cases, neglect of these needs may the primary reason that students underperform in this important school subject. Math teachers get little or no instruction in teaching students with dyslexia, although dyslexic students are likely to comprise 1 in 5 of their students. “…many mathematics textbooks […]

To access this post, you must be a Premium supporter.

read more

LEARN MORE AS A PREMIUM SUBSCRIBER

Dyslexia and Gifted: Course for Psychologists

Dyslexia for Teachers Course

Categories

SPONSORS

    Discover Your Dyslexic MIND Strengths
                                    Free

 

 

 


Amazon Affiliate Notice

Dyslexic Advantage is an Amazon Affiliate. If you click on a link that takes you to the Amazon store, Dyslexic Advantage may earn money on qualifying purchases. Clicking HERE to enter Amazon and making a purchase may support Dyslexic Advantage. Thank you!

LEARN MORE AS A PREMIUM SUBSCRIBER

Dyslexia | Dyslexic Advantage