Download presentation

Presentation is loading. Please wait.

Published byAva Chavez Modified over 3 years ago

1
Stephen Albone Diagnosing and Remediating Mathematical Problems Using InCAS Software

2
2 Defining Maths Difficulties Low Attainment Under Attainment Lack of Progress

3
3 Reasons for Maths Difficulties Institutional Motivational Neuropsychological

4
4 Institutional Factors Learning Environment Suitability for Atypical Learners

5
5 Motivational Factors Status of Mathematics in Society Effect of Low Achievement Perceived Control –Competence & Contingency afraid to make mistakes failure avoidance behaviour strong negative reactions associated with EBD, MLD & SLD

6
6 Helping Motivation Well Structured Tasks Achievable Goals Immediate Feedback Cross-age Peer Tutoring

7
7 Neuropsychological Factors Magnitude Representation –Internal Number Line –Number Sense –Approximate Number System (ANS) Symbolic Representation –Uses verbal systems to give semantic meaning to numerical quantities Spatial Representaion –Subitising?

8
8 Dehaene et al. (2003) Cognitive Neuropsychology, vol. 20, pp. 487-506. Magnitude Representations Verbal Representations Visual/Spatial Representations

9
9 Learning to Count Counting Word Sequence One-to-One Correspondance Cardinal Word Principle Order-Irrelevance Principle Abstractness Principle

10
10 Early Arithmetic Calculation Strategies –count all –counting on from first –counting on from higher –recall

11
11 The Role of Memory Working Memory Semantic (Long-Term) Memory

12
12 Helping Arithmetic Instant feedback Evaluate reasons for incorrect responses Encourage new strategies Encourage answer checking using primitive strategies

13
13 Helping Memory Use memory aids Literacy remediation strategies may help

14
14 Verbal vs. Abstract Problems

15
15 Verbal vs. Abstract Problems Proposed Developmental Sequence: 1.verbal single-reference 2.symbolic single reference 3.symbolic double-reference 4.verbal double-reference

16
16 DD or MLD? Developmental Dyscalculia –Specific Impairment of Cognitive Function –Defective Number Module Hypothesis –Core Deficit Hypothesis Mathematical Learning Difficulties –Comorbidity with Other SENs

17
17 Dehaene et al. (2003) Cognitive Neuropsychology, vol. 20, pp. 487-506. Intraparietal Sulchus (IPS) Left Angular Gyrus (AG) PSPL

18
18 Proposed DD/MLD Framework Rubinsten & Henik (2009) TICS, vol. 13, pp. 92-99.

19
Stephen Albone Diagnosing and Remediating Mathematical Problems InCAS Feedback

20
Stephen Albone 20 Achievement Scores Table

21
Stephen Albone 21 Developed Ability Scores Table

22
Stephen Albone 22 General Maths Modules Scores Table

23
Stephen Albone 23

24
Stephen Albone 24

25
Stephen Albone 25

26
Stephen Albone 26

27
Stephen Albone 27

28
Stephen Albone 28

29
Stephen Albone 29

30
Stephen Albone 30

31
Stephen Albone 31

32
Stephen Albone 32

33
Stephen Albone 33

34
Stephen Albone 34

35
Stephen Albone 35

36
Stephen Albone 36

37
Stephen Albone 37

38
Stephen Albone 38

39
Stephen Albone 39

40
Stephen Albone 40

41
Stephen Albone 41

42
Stephen Albone 42

43
Stephen Albone 43

44
Stephen Albone 44

45
Stephen Albone 45

46
Stephen Albone 46

47
Stephen Albone 47

48
Stephen Albone 48

49
Stephen Albone 49

50
Stephen Albone 50

51
Stephen Albone 51 CEM: Mountjoy Research Centre Durham University Stockton Road Durham, UK DH1 3UZ Tel: +44 (0) 191 334 4222 Email: stephen.albone@cem.dur.ac.ukstephen.albone@cem.dur.ac.uk www.cemcentre.org

Similar presentations

© 2017 SlidePlayer.com Inc.

All rights reserved.

Ads by Google