1. Back to Basics Pauline Clayton Principal Tutor – Maths Dyslexia Action DDIG conference March 2007

2. What should we consider? Dyslexia and maths Dyscalculia Mental calculation Learning styles Where we are now

3. What do we think of when we hear ‘dyslexia’?

4. Strengths Weaknesses Visual spatial ability Can see overall picture Maths Computing Spoken language skills Organisation Reading Comprehension Spelling and writing Short term/working memory Recalling information from long term memory Word retrieval Slow speed of information processing Lack of confidence Poor self esteem Maths

5. What skills do you need to succeed at maths?

7. Where does dyscalculia come in? What is it?

8. Latest Research

9. Butterworth (06) Counting and estimating? Dyscalculic learners can see difference in numbers by counting Cannot estimate, by an overview, which is the greater

10. Piazza et al (07) Showed that regions of the parietal lobe activate in response to numbers – either when presented as patterns of dots or a Arabic numerals

11. Kadosh et al (07) Demonstrated that two hemispheres of parietal lobe function differently in processing numbers. Left harbours abstract numerical representations Right shows dependence on the notation used e.g. 8 or eight

12. Researchers said that exploring how the processing of numerical symbols develops could have clinical implications. Investigation, in particular, at which stage such a representational divergence appears could contribute to both numerical cognition research and to the rehabilitation of people suffering from developmental dyscalculia.

13. Learning Styles How do we approach maths? Holistically or sequentially Qualitatively of quantitatively Grasshopper or inchworm

14. Mental calculation How many skills can you think of that are needed for mental calculation?

16. Questions arising Have some learners been ‘pushed’ into one learning style? Perhaps the one the teacher prefers? With our current assessment tools, can we, as teachers, say that a learner is definitely dyscalculic?

17. More ….. Are we labelling too many learners, who have, for a variety of reasons, difficulties in maths, as dyscalculic? How do we teach dyscalculic learners?

18. Chinn (2007) says: As yet, unlike dyslexia, no one has come up with a magic cure for maths difficulties. But they will. Article in Dyslexia Review 2007

19. References http://www.ac.uk/media/library/counting March 06. Scientists find brain function most important to maths abilityhttp://www.ac.uk/media/library/counting http://www.neuron.org Jan 07 Notation-Dependent and – Interdependent Representaions of Numbers in the Parietal Lobes Neuron 53, 307-314, Jan 18 2007http://www.neuron.org Butterworth & Yeo (2004) Dyscalculia Guidance David Fulton. London Chinn S (2004)the trouble with maths. RouteledgeFalmer. London Sharma, Mahesh (1990) Dyslexia, Dyscalculia and some Remedial Perspectives for Mathematics Learning Problems Maths Notebook: From Theory into Practice no. 7, 8, 9, 10. The Center for Teaching/learning of mathematics. Framington USA