Description
Book Synopsis***** Online Resources are open access. No code is required *****
It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics.
The book provides:
• an overview of current research explaining the nature and causation of dyscalculia
• guidance on the identification of dyscalculia
• examples of how to carry out informal and formal assessments
• an explanation of the principles of multisensory mathematics teaching
• an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities.
Designed for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.
Trade ReviewKelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge base they need to support children effectively. -- Dr Helen Curran
A comprehensive, engaging and accessible book offering pertinent insights into the nature, identification and assessment of dyscalculia along with practical guidance on effective intervention. Essential reading for any professional who wishes to enhance their knowledge and practice in supporting learners who struggle with mathematics. -- Dr Pamela Moffett
This long awaited text books clearly explains the complexity of dyscalculia while providing practical guidance and helpful examples of how to support learners in the classroom. Well written, accessible and full of practical ideas, it is an essential text book for anyone interested in supporting learners with SpLD. -- Rhiannon Packer
Table of ContentsIntroduction Part I: Dyscalculia and Mathematics Related Difficulties: Setting the Context Chapter 1: The Nature of Dyscalculia Chapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related Difficulties Chapter 3: The Role of Memory in Learning Mathematics Chapter 4: Cognitive Processing Difficulties (and Abilities) Chapter 5: Mathematics Anxiety Part II: Identification and Assessment of Dyscalculia Chapter 6: Screening Procedures Chapter 7: Assessment of Memory Chapter 8: Assessment of Basic Number Skills Chapter 9: Assessment of Cognitive Thinking Style in Mathematics Chapter 10: Assessment for Visual Stress Chapter 11: Writing an Assessment Report on Mathematics Related Difficulties Part III: Planning an Intervention for Learners with Mathematics Difficulties Chapter 12: Models of Mathematical Development Chapter 13: Planning a Programme of Support Chapter 14: Multisensory Mathematics Teaching and Lesson Planning Chapter 15: Mathematical Vocabulary Chapter 16: Developing Number Concept and Mathematical Relationships Chapter 17: Deductive, Inductive and Abductive Reasoning Part IV: Practical Teaching Examples Chapter 18: Using Mathematical Models to Develop Relational Understanding Chapter 19: Visualisation Chapter 20: Problem-solving Approaches Chapter 21: Linking Concepts to Everyday Events Appendices Appendix 1 (a) Digit Span Tasks Appendix 1 (b) Visual Sequential Memory: Symbols Appendix 1 (c) Visual-spatial Memory: Grids Appendix 2: Outline of Programme (and Record Sheet) Appendix 3 Solution to Algebra Problem (Grid Method)
