Dyscalculia A Way Forward
- 1. Dyscalculia: The Way Forward
- 4. DSM-IV (2000) MathematicsDisorder: "as measured by a standardised test that is given individually, the person's mathematical ability is substantially less than would be expected from the person’s age, intelligence and education. This deficiency materially impedes academic achievement or daily living"
- 5. Key Features (1)1. Mathematical level compared to expectation“Most dyscalculic learners will have cognitive andlanguage abilities in the normal range, and may excel in non-mathematical subjects“ Butterworth (2001) Impedance of academic achievement and daily living "Dyscalculia is a term referring to a wide range of life long learning disabilities involving math… the difficulties vary from person to person and affect people differently in school and throughout life". NCLD (2009)
- 6. Key Features (2)What is “mathematical ability” ?“MathematicsDisorder” implies a stable cognitive root, not achievement or mastery which is subject to education and environment.
- 7. The National Numeracy Strategy DfES (2001) Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence
- 8. Key Features (1)“acquire” emphasises acquisition rather than carrying out arithmetic procedures. “difficulty understanding simple number concepts, lack an intuitive grasp of numbers” placing understanding at the core of dyscalculia
- 9. “A lack of a true comprehension or understanding of maths will be a key characteristic of dyscalculic people” Chinn S. (2006)Key Features (2) “Learning number facts and procedures” : more dyslexia related?
- 10. Prevalence According to current estimates Butterworth (2002) About 40% of dyslexic children have some degree of difficulty with learning mathematics
- 11. Additionally 5 to 6% of children of average to superior intelligence having a specific learning deficit in mathematics.
- 12. DysCalculiUMTrott and BeachamA first-line screening tool for dyscalculiaTo be published by Iansyst (June 2010)Aimed at adults 16+Focus on Understanding MathematicsUsed with an appropriate DIIdentify “at risk”, refer to formal assessmentProfile of strengths/weaknesses12
- 13. 13Kerry
- 15. 15Initial Trials
- 16. Further TrialsInvolved 30 participantsOrganised into three equal groupsDyscalculicDyslexicControlCovered a range of academic subjects16
- 17. 100.0090.0080.0070.0060.0050.00participant40.00222222222233333333331111111111000000000100000000010000000001123456789012345678901234567890Percentage Scores for 3 GroupsO dyscalculicO dyslexicO control%17
- 18. Compare 0.71 with 0.17Compare 3.59 with 3.509% correct% correct18
- 19. 19
- 20. 100.0080.0060.0040.00participant20.00222222222233333333331111111111000000000100000000010000000001123456789012345678901234567890Graph: percentage scores (revised)O dyscalculicO dyslexicO control%20
- 21. 21Further Trials
- 22. 22“Small-Scale” Trials, n = 70
- 26. Profiler (Thomas)Overall: “severely at risk ” Risk:No. conceptsNo. comparisonsOperationsKey conceptsNot at riskGraphical Tabular Time Spatial More visual applications
- 27. One-to-one Support for the Dyscalculic StudentA Case Study: Liam
- 30. Reading comprehensionWeaknessesDyscalculicSequencing numbersProblems with calculationUnsure of basic operationsUse of inappropriate strategies
- 32. Rows and Columns
- 33. % of flights to Brussels more than 5 mins late:
- 34. Alternative Approaches12 flights3 late
- 35. Median of delivery route distances (km) 6635465570694572467255 56 57 58 59 60 61 62 63 64 65 6660.5
- 37. Number Lines and GraphsNumber lineExtend to 2-DMoving axesApply to CorrelationSales forecasting (interpolation)35
- 38. Time and SchedulingA small airline, based at LHR, serves two cities: Oslo and Helsinki. The flying time to Oslo is 21/4 hours and to Helsinki is 3 hours. There should be 3 return flights a day to each city and the turn-round time must be at least 40 minutes, but not more than 1 hour. Construct a schedule.
- 39. 22:45
- 41. Dyscalculia: The Way ForwardThere is an urgent need for:Effective screening and assessmentAn understanding of student support needs With appropriate support the dyscalculic student can move forward and succeed.