Explain this
Dyslexia and Maths
How the publisher describes it:
“This concise text helps the reader to understand why dyslexics find maths difficult and offers practical ideas for supporting them most effectively. It explains which areas of maths dyslexics tend to have particular difficulty with, assesses current teaching philosophies and methods, describes a framework of general learning principles that allow dyslexics to make progress in maths, and outlines a number of specific and effective teaching recommendations.”
Review by Steve Bishop
In brief:
The danger is that this book could be overlooked by the general maths teacher. In truth what is good practice for dyslexics is good practice for all students; it should then be compulsory reading for all mathematics teachers!
“Dyslexia is not a disease, but rather a developmental condition”
Dyslexia is not a disease, but rather a developmental condition. Surveys suggest that between 2-4 per cent of people may have severe dyslexia about one in each classroom - and more may have milder forms. Closely associated with dyslexia is dyscalculia - number blindness. Recent research indicates that around 5 per cent of the population may suffer from it. It is therefore important that all teachers are aware of strategies to help dyslexics. Fortunately, the British Dyslexia Association have produced a series of books to help equip hard-pressed teachers with strategies for dyslexics.
Kay and Teo have provided an accessible, practical and common-sense approach to the problems faced by dyslexics with maths. Both the authors are heads of maths at specialist schools and have a wealth of experience in dealing with dyslexics and maths and this experience shines through throughout the book.
The book is well structured and well written. The first chapter provides a brief overview of contemporary maths education in schools. The second examines the issues that dyslexic students face when approaching maths; these include: weaknesses in memorising facts and procedure; a working memory weakness; sequencing difficulties; as well as the problems with many aspects of the language.
The third chapter which is almost two-thirds of the book deals with dyslexia in maths learning. Here there are general teaching principles and effective teaching suggestions. They stress that it is crucial that dyslexics are “taught ways of reasoning (fact-derived strategies) to work out all the maths facts” and that “most dyslexics need to be given structured help with the process of learning to reason increasingly efficiently.” (p. 27) This chapter is replete with practical advice and concrete suggestions that will help any students - let alone dyslexics.
The final chapter provides further general suggestions, approaching tests, two case studies and suggestions for further help.
The danger is that this book could be overlooked by the general maths teacher. In truth what is good practice for dyslexics is good practice for all students; it should then be compulsory reading for all mathematics teachers!
Steve Bishop • Mathematics lecturer, City of Bristol College
Paperback: 80 pages
Publisher: David Fulton Publishers; 1 edition (23 Jun 2003)
Language English
ISBN-10: 1853469653
ISBN-13: 978-1853469657
Product Dimensions: 21.1 x 13.7 x 0.5 cm
