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 done in a specific way. But when the systems themselves are illogical or inconsistent, then confusion happens. It is better then to explicitly discuss inconsistencies and “”exceptions”” as they exist in a system – whether it’s part of the English language or part of math language and notation. For those people with rote memory strengths who are happy to memorize anything without making sense of things first – the troubles some may have with ‘teen’ numbers may come as a bit of a […]
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