Learning Difficulties in Numeracy

1
Learning Difficulties in Numeracy

• A course for SENCOs and Numeracy Coordinators

BELB / SEELB
2
Reasons for Learning Difficulties in Mathematics

• Developmental maths learning problems
• Carry over maths learning problems
• Attitude/Anxiety/Stress

3
How many dots?
4
Possible factors which affect learning
Language
Speed of Working
Visual
Direction
No Attempts
Recording/writing up
Order
Poor recall of basic facts
Poor reading skills
Sequencing skills
Transfer of skills
Thinking style
Organisation
Not checking an answer
Memory
Transposals
Generalisations/patterns
5
Memory and Mathematics
Short Term Memory
Long Term Memory
Transfer
Output
Input
Active Working Memory
6
Other Factors

• Numeracy curriculum
• Teaching styles
• Peer group pressure
• Groupings
• Family support
• School support systems
• Resources
• Empathy

7

• Teaching
• Learning

Numeracy Curriculum
Differentiation
Pupil strengths Thinking/ Learning style
8
Maths Anxiety
9
Maths Anxiety?
Er72.44308110 ?
10

• People are not disturbed by things but by the
  views which others may take of them
• Epictetus
• (55-135AD)

11
"The anxiety loop"
Generalised fear
Anxiety
Panic attacks
12
What is Maths Anxiety?

• Anxiety is stress, tension and strain brought
  onto ones body and mind.
• Maths Anxiety may be generalised or focused upon
  one specific aspect of maths.
• Pro-active teaching can support pupils
• Classroom culture/climate
• Home/parental climate/culture
• Teachers can have maths anxiety too

13
When have you had feelings like this?
I hope I dont panic
I dont understand
I should be able to do this
It must seem simple to the others
14

• When I look at a maths problem, my mind goes
  completely blank. I feel stupid, and I cant
  remember how to do even the simplest things.
• Maths terrifies me. My palms get sweaty, I
  breathe too fast, and often I can't even make my
  eyes focus on the paper. Its worse if I look
  around, because Id see everybody else working,
  and know that Im the only one who cant do it.

15
What are the symptoms of maths anxiety?
Panic - Pupils find themselves unable to
function. They feel that a brick wall has come
down and they will never improve their maths
work. Guilt - Pupils have a feeling that
everyone knows the answer except
them. Helplessness -An attitude that either you
have a maths-type mind or you don't.  There is
nothing you can do to improve. You sit back and
don't take action. Lack of confidence - Pupils
don't trust their intuition. They rely on
memorising rules instead of understanding the
concepts.
16
(No Transcript)
17
The anxiety balance
I must control my anxiety
I must do my maths
18

• Pupils who are anxious or stressed do not learn
  effectively

Maslows hierarchy of needs
19
(No Transcript)
20
Memory and Mathematics
Short Term Memory
Long Term Memory
Transfer
Output
Input
Maths anxiety
Active Working Memory
21

• Coping strategies commonly used by adults

• Deep breathing
• Thinking positively
• Take small steps (little chunk at a time)
• Build on past sense of achievement
• Determination (I dont want these difficulties
  to hinder me further)

22
Autistic Spectrum Disorder and Mathematics
23
What is Autistic Spectrum Disorder (ASD)?

• ASD is a complex developmental disability that
  essentially affects the way a person communicates
  and relates to other people
• The term Autistic Spectrum Disorder is often
  used because the condition varies from person to
  person
• Report of the Task Group on Autism
  (2002)

24
Autistic Spectrum

• Aspergers
• (high IQ)

Mild
Severe
Autism (low IQ)
25
The difference between us is
I can control where I go
I can get to the same destination but need train
tracks or structures to get there
26
Triad of Impairments

• Social interaction loner, difficulty relating
  to peers, inappropriate or odd behaviours
• Social language and communication no
  speech/repetitive speech, interprets language
  literally, difficulty taking turns
• Social imagination inflexible, difficulty in
  transferring knowledge to new situations, likes
  routine, repetitive play with objects

27
What helps me learn best?
Tailored curriculum
A consistent teacher
Know I am liked by teacher
Visual prompts
Limited oral instructions
Structured approach to lessons
28
Specific difficulties experienced within maths
Joining in with whole-class counting
Number
Counting on activities, different starts
Core essential vocabulary
Number through imaginative play activities
Pictorial representations
29

• Calculations
• Explaining method
• Linking inverse operations
• Safe mistakes / errorless learning
• Changing expanded calculation to compact method

30

• Problem solving
• Rules for using all 4 operations
• Clear use of mathematical language
• Explaining method

31

• Measures, Shape and Space
• Over-precise in measurements
• Money and time varied representation
• Generalising their understanding of shapes
• 2-D representation of 3-D shapes
• Visualising rotation and symmetry of shapes
• Handling Data
• Representation of data in several ways

32
FURTHER SUPPORT

• Oakwood ASD Advisory Service (BELB)
• Kate Doherty, Outreach, Knockevin Special School
  (SEELB)
• Autistic Spectrum Disorder A Teachers Toolkit
  (CD)
• National Numeracy Strategy Guidance to support
  pupils with autistic spectrum disorders (Tel
  0845 60 222 60)

33
Dyslexia and Mathematics
34
What is Dyslexia?

• Dyslexia is manifested in a continuum of
  specific learning difficulties related to the
  acquisition of basic skills in reading, spelling,
  writing and/or number, such difficulties being
  unexpected in relation to the childs other
  abilities.
• It is typically described by inefficient
  information processing, including difficulties in
  phonological processing, working memory, rapid
  naming and automaticity of basic skills.
  Difficulties in organisation, sequencing, and
  motor skills may also be present.
• Report of the Task Group on Dyslexia 2002

35
Possible Indicators of Dyslexia

• Significant discrepancies between attainments in
  different learning areas
• Expectations of the child are significantly
  higher than those warranted by his attainment in
  reading, spelling or mathematics
• Evidence of clumsiness, sequencing difficulties,
  visual perceptual difficulties
• Evidence of behavioural difficulties
• Code of Practice

36
Possible Difficulties in Learning

• Reading hesitantly
• Misreading, making understanding difficult
• Difficulty with sequences, e.g. getting dates in
  order
• Poor organisation or time management
• Difficulty organising thoughts clearly
• Erratic spelling

37
Specific difficulties experienced during maths
sequencing of time
structure of the number system difficult to grasp
understanding place value
recognise patterns
memorise number facts
retaining the meaning of mathematical vocabulary
confuse left/right, clockwise / anticlockwise
transpose digits e.g. write 31 for thirteen
38
Suggested teaching approaches
Concrete materials for place value i.e. arrow
cards, base ten equipment / Dienes, Cuisenaire
rods
Highlight patterns in number work (e.g. 4 x
tables by doubling 2 x)
Allow pupils to jot down facts in a multi-stage
problem (avoid over-burdening short term memory)
1-100 grid (helps pupils visualise numbers)
Be alert to multiple meanings of terms (e.g.
difference, power, odd)
39
Suggested teaching approaches

• Mind maps / graphical and pictorial cues
• Analyse pupils error patterns in written
  calculations
• Informal and formal mathematical language through
  both practical activities and in problems or
  investigations
• Mathematical games (practical and ICT-generated)

40
References

• Guidance to Support pupils with Dyslexia and
  Dyscalculia Dept for Education and Skills
• www.standards.dfes.gov.uk/literacy/publications/in
  clusion/63365/senmg_sec3.PDF
• Maths for the Dyslexic a practical guide Anne
  Henderson, David Fulton Publishers
• The Trouble with Maths - Steve Chinn,  
• Routledge Palmer  

41
Dyspraxia and Mathematics
42
Dyspraxia
Greek word Praxis meaning, doing or acting.
It is a developmental condition not a
neurological disease
Possibly caused by immature neurone development
This immaturity affects the way the brain
processes sensory information
43
Dyspraxia
There is no cure for Dyspraxia
Can affect 2 - 10 of the population
Boys are 4 times more likely to be affected than
girls
Low self-esteem and disaffection are common
Can occur with other conditions
44
Dyspraxia - Effects
Difficulty with motor co-ordination skills
Poor hand-eye co-ordination
Poor balance
Poor grip
Lack of manual dexterity
Poor posture fatigue
Tendency to bump into things
Slow awkward non-fluent movements
45
Dyspraxia - Effects
Planning and organising thoughts and ideas
Organising tasks and equipment
Work can be messy and cluttered
Tend to take things literally
Opt out of things that are too difficult
Inappropriate behaviour is not always deliberate.
46
Dyspraxia - Effects
Dyspraxic pupils tend to have poor handwriting
They may experience difficulty
Copying from the blackboard
Doing jigsaws or shape sorting games
Remembering and or following instructions
Slow to finish a task
Understanding concepts i.e. in, on, in front of,
etc.
With maths, writing structured stories
47
Meeting Pupil Needs in Numeracy
Bringing and carrying the right books and
equipment
Planning and choosing the equipment to be used
Using practical equipment e.g. ruler / protractor
Remembering where the equipment is kept
48
Meeting Pupil Needs in Numeracy
Number
Handling Data
Forming numbers
Using Dice
Working in columns
Small counters, etc
Using digit cards
Algebra
Sequencing
Learning tables
49
Meeting Pupil Needs in Numeracy
Shape, Space Measures
Processes
50
Suggested strategies
Give extra time for completion of work, revision
during a test
Raising awareness of time, only 10 minutes left
to break etc, remind them to look at their watch.
Hand out notes to save copying from the board
Help record things they need to remember such as
homework e.g. Dictaphone
Provide a scribe or word processor
51
Use pictures as cues
Check understanding
Colour code books, timetable, etc.
Break the task into smaller chunks
Use writing frames
Provide key words
Limit the amount of books and equipment they need
to bring/carry
52
Use larger counters, dice, etc
Use number fans instead of digit cards
Use triangular barrelled pencils
Present calculations in horizontal format on
lined paper
Use a ruler with a knob on to hold it steady
53
Dyspraxia Further Information
The Dyspraxia Foundation 8 West Alley, Hitchen,
Herts. SG5 1EG http//www.dyspraxiafoundation.org.
uk The Dore Programme is an exercised based
treatment that deals with the root cause of the
problem. http//www.dorecentres.co.uk Learning
Difficulties in Mathematics http//www.nc.uk.net/
ld/Ma_respond.html
54
Dyspraxia Further Information
Dyspraxia A Guide for Teachers Parents Kate
Ripley, Bob Daines Jenny Barrett published by
David Fulton Developmental Dyspraxia , 2nd
Edition Madeline Portwood published by the
Dyspraxia Foundation Physical Education in
Primary Schools Elizabeth Knight published by
David Fulton Helping Children with Dyspraxia
Maureen Boon Dyspraxia The Hidden Handicap Amanda
Kirby Children with Developmental Dyspraxia
Sidney Chu Handhugger products, Sandford UK
55
Identification of Learning Difficulties
56
Some Basic Questions

• What can he do?
• What does he know?
• How can I teach him?
• How big is the problem
• What cant he do?
• How does he learn?
• What doesnt he know?
• What does he bring?
• Where do I start the intervention?

57
Testing

• NFER Nelson www.nfer-nelson.co.uk
• Hodder Education www.hoddertests.co.uk
• BEAM Mathematics www.beam.co.uk

58
Dynamic TestingandInformal Testing

• Key diagnostic question
• Tell me how you
• did that?

59

• Overwhelmed with paper?

60
Lines of Development in MathematicsN Ireland
Education and Library Boards
61
Rey Osterrieth Complex Figure Test
62

• a. 240 97 d. 8
• 6
• b. 230 - 97 4
• 3
• c. 2 x 4 x 3 x 5 7
• 
  2 6
• e. 2478636

63
Mathematics Learning Personality

• What are you?
• Inchworm A bit of both
  Grasshopper
• (Quantitative)
  (Qualitative)

64
Cognitive Style / Thinking StyleWays of making
sense of Mathematical Information

• Inchworm
• Learning Difficulties
• Application aspects
• Spatial aspects

• Grasshopper
• Learning Difficulties
• Following sequential
• procedures
• Makes mistakes in
• details of procedures

65
Materials
66
Reading Material

• Henderson, A (2003)
• Working with Dyscalculia
• Learning Works International Ltd.

• Chinn, S (2004)
• The trouble with maths
• London, Routledge Falmer.

67

• Diagnosis is
• ongoing!