Mathematics for Dyslexics: Including Dyscalculia / Edition 3by Steve Chinn
This book, first published in 1993 has become the standard teaching text for mathematics and dyslexia. It provides a background understanding of why difficulties may occur and structured ideas for addressing the individual needs of the learner. It also outlines a detailed diagnostic protocol, which has been the basis for subsequent protocols from other workers in… See more details below
This book, first published in 1993 has become the standard teaching text for mathematics and dyslexia. It provides a background understanding of why difficulties may occur and structured ideas for addressing the individual needs of the learner. It also outlines a detailed diagnostic protocol, which has been the basis for subsequent protocols from other workers in this field.
Topics such as accessing basic facts, when unable to retrieve them from memory, are addressed mathematically, rather than by some less developmental method such as singing the facts.
This third edition has been expanded to take into account new developments in teaching mathematics to dyslexic and dyscalculic pupils. The four operations: addition, subtraction, multiplication and division are all dealt with using linked and mutually supporting methods. The development of maths from basic understanding of number to algebra is covered in a coherent and inter-related manner.
Mathematics for Dyslexics Third Edition provides a unique mix of background theory and practical classroom ideas that are structured and mathematically developmental. It is written in a jargon-free, accessible style presenting maths in a non-threatening way.
- Publication date:
- Edition description:
- Revised Edition
- Sales rank:
- Product dimensions:
- 6.02(w) x 9.06(h) x 0.72(d)
Table of Contents
Foreword to Second Edition.
Chapter 1: Dyscalculia, Dyslexia and Mathematics.
Definitions of Dyslexia.
The Nature of Mathematics.
Chapter 2: Factors that may Contribute to Learning Difficulties in Mathematics.
Potential Areas of Difficulty in Learning Mathematics.
General Principles of Intervention.
Chapter 3: Cognitive (Thinking) Style in Mathematics Introduction.
Qualitative and Quantitative Style.
Cognitive (Thinking) Style in the Classroom Grasshoppers (Intuitive/Answer Oriented) and Inchworms (Step by Step/Formula Oriented).
Chapter 4: Testing and Diagnosis.
A Diagnostic Test Protocol.
Structure of the Diagnostic Protocol.
Attitude and Anxiety.
Thinking Style or Cognitive Style.
Summary of the Test Protocol.
Testing for Dyscalculia.
Chapter 5: Concept of Number.
Early Recognition of Numbers and Their Values.
The Language of Mathematics.
Early Number Work.
Visual Sense of Number.
Visual Clues to the Number Concept.
Number Bonds for 10.
Numbers near 10, 100 or 1000.
Chapter 6: Addition and Subtraction: Basic Facts.
Strategies for Learning/Remembering the Addition and Subtraction Facts.
Chapter 7: Times Tables.
Rote Learning with Audio Recorders and Computers.
Learning by Understanding.
The Commutative Property.
Learning the Table Square.
Chapter 8: Computational Procedures for Addition and Subtraction.
Teaching Subtraction as a Separate Exercise.
Chapter 9: Multiplication.
The Special Case of Multiplying by 10 and Powers of 10.
Chapter 10: Division.
Introduction to Division.
Division by Powers of 10.
Division by Multiples of Powers of ten.
Chapter 11: Fractions, Decimals and Percentages: An Introduction.
A Global Model for Percentages, Fractions and Decimals.
A Global Exercise with Fractions, Percentages and Decimals.
Chapter 12: Operating with Fractions.
Making Segment Sizes the Same.
Combined Additions and Subtractions.
Multiplying by Fractions.
Multiplying Mixed Fractions.
Dividing with Fractions.
Chapter 13: Decimals.
Addition and Subtraction.
Multiplication and Division by Powers of 10.
Division of Decimals.
Chapter 14: Percentages.
An Image of Percentage.
Chapter 15: Time.
What are the Potential Problems with Time?
Reading the Time.
Chapter 16: Teaching the Full Curriculum.
Some General Principles.
Teaching the Other Parts of the Curriculum.
Combining the Parts of the Curriculum.
Chapter 17: Attacking and Checking Questions.
Methods of attacking questions.
Chapter 18: Important Elements of a Teaching Programme.
Consider the Pupils’ Needs.
The Structure of the Course.
Classroom Management: Making the Lessons Suit the Pupils.
Evolving Expectations and Emphases.
Appendix 1: Books, Journals, Tests and Games.
Appendix 2: Teaching Materials.
and post it to your social network
Most Helpful Customer Reviews
See all customer reviews >