blogs.glowscotland.org.uk · web viewmaths for pupils who have sp.l.d. links need to be made...

Support Teachers Sp.L.D. Maths Pack February 2010

MATMATHSHS

MAGMAGICIC

1

Support TEACHERS SPECIFIC LEARNING DIFFERENCES

1 3 5 = 2 4 +

Links need to be made between concrete activities and abstract maths in order for pupils to progress in maths.

Concrete materials should be used to encourage pupils to think and reason which in turn helps them develop abstract concepts

and processes.

Pupils need to use the materials rather than watch the teacher give demonstrations.

Too much concrete material may distract a pupil.


Maths for pupils who have Sp.L.D.

2

Material should be substantial enough and easy to handle, e.g. glass nuggets/pebbles.

CONCRETEABSTRACT

Young children should be able to recognise small quantities without counting (up to 4 objects).

Children then learn to say counting words up to 10 in the correct order without counting any objects.

Children begin to map the sequence of counting words on to sets of more than 4 objects (1-1 correspondence).

Children then begin to develop the cardinal rule of number in amounts above 4 – how many are in the set?


Development of Counting Skills

3

Next stage is to develop a relational understanding of numbers through comparison – individual quantities remain consistent no matter how presented (7 counters in a line /7 counters in group), non-equivalent quantities/number words in relation to each other- 7 is more than 6 etc.

Counting in a linear fashion, in a step fashion using blocks and the recognition of basic number patterns, should all be encouraged.

What to Look ForDifficulties with: Visual and auditory processing Direction Sequencing Short-term/working memory Long-term mathematical memory Organisation in space Speed of working Anxiety/risk taking/motivation.

May Result In↓

1. Inability to recognise and recall from memory dot patterns to represent nos.1-10 (subitizing).

2. Inability to count forwards and/or backwards.

3. Difficulty learning and recalling basic number facts (bonds/tables) quickly.

4. Poor grasp of calculation symbols.

5. Difficulty remembering processes.

Support Teachers Sp.L.D. Maths Pack February 2010 4

6. Confusion over place value.

7. Reversal of numbers and difficulty with direction.

8. Problems with mental maths.

9. Difficulty reading the text.

10. Difficulty solving problems.

11. Poor setting out of work on the page.

12. Taking longer to learn to tell the time.

13. Difficulty learning, recalling and using specific mathematical vocabulary.

14. Pupils giving up on maths at 7 years.

Further information about Sp.L.D. and maths can be found on Dyslexia Scotland’s website.

1. Inability to recognise and recall from memory dot patterns to10.

The same patterns must be used consistently. Dot patterns 6-10 can be based on the pattern for 5. Daily practical activity helps develop recognition and recall. Patterns can be displayed on the wall. Numicon number scheme.

2. Inability to count forwards and backwards.


TOP TIPS TO HELPTOP TIPS TO HELP

5

Regular practice counting forwards and backwards orally. Different actions for each decade-stamping, clapping, swinging etc. Lots of opportunity to count up and down through decade numbers. Spot oral counting, eg. 41 up to 53, 61 back down to 52. Step counting in 2s, 3s, 5s 10s etc. Number before/after. Putting numbers into correct sequence. Filling in missing numbers in number lines/ladders/100 number

square. Spotting patterns in 100 number square. Use of number lines/ladders/ abacus. Counting hands-available from Sparklebox.

3. Difficulty learning and recalling basic number facts quickly.

Basic facts pupils need to know well: Add on/take away zero

Add on 1 and 2 mentally Take away 1 and 2 mentally Number bonds to 10 Add on 10 Add on 9-poster available from Sparklebox Doubles to 20 Doubles plus/minus 1.

Encourage pupil to use strategies to work out answers they find difficult to learn by rote.

Teach pupil to break larger numbers down into smaller numbers to aid calculation

4+7 → 4 + 3 +3 + 1 12-8 → 12 – 2- 2 -2 -2 Complimentary addition may be easier to use than subtraction. Be aware of pupil’s short-term/working memory capacity.


Provide visual cues to help pupils inter-relate addition/subtraction facts.

Allow pupil time to work out answer. Develop pupil’s estimation skills.

Strategies to learn tables: Teach in a multi-sensory way. Colour-code patterns Chant tables while doing physical activity-marching etc. Singing tapes. Finger tables. Tables square/tablestrip. Regular practice through games- Paper Chains/Stile/Numbershark etc.

4. Poor grasp of calculation symbols.

Reinforce and revisit early concepts and skills using concrete material. Have posters on wall linking the symbols with appropriate

mathematical terms-colour-coded. Precision teaching-short quizzes to help reinforce the relationship

between symbol and process.

5. Difficulty remembering processes.

Find out where pupil’s knowledge is secure. Review and revisit old concepts regularly using concrete

material if appropriate. Provide visual cue cards/sequence checklist for process.


6. Confusion over place value.

Practical activities using rods, place value mats, coins. Use coins to help reinforce concept of exchange. Use child-friendly language to introduce concept-swap for exchange. Colour coded place value cards to help pupils build up and break

down large numbers. Large numbers can be grouped in 3s from right to left, partitioned with

a large red dot and written on a place value mat, then read from left to right.

7. Reversal of numbers and difficulty with direction.

Provide number strips on desk Help pupils remember left/right by sticking a red dot on right

hand/right side of page etc. Use highlighter pen to indicate whether pupils starts at

top/bottom/left/right side of sum. Ensure pupil knows which way to go when using number line/ladder

for addition/subtraction. If pupil is transposing numbers-31/13-explain that the naughty teen

numbers are the only numbers that are not written as they are said. Reinforce numbers using place value mats. Colour code axes, columns and row headings. Reinforce language of direction, e.g. horizontal, diagonal, vertical

through practical activity. Play games, e.g. Simon says

8. Problems with mental maths.


Questions to be given slowly and repeated. Key numbers can be written down on board or paper to support

memory but pupil has to decide which process to use in order to calculate answer mentally.

Pupils should be aware of and use the relationship between the 4 operations.

Numbers which are close to 10s, 100s and 1000s can be rounded up, e.g. 9+7= 10+7-1 98+78=100+78-2

Pupil may only complete every second question.

9. Difficulty reading text.

Provide reading support-SLA/buddy. Build up wordwall of the vocabulary used for each mathematical

topic. Allow pupil extra time to read and respond. Use a ruler/coloured reading ruler to help keep the place. Provide enlarged print/coloured paper for worksheets. Scan work into computer and encourage pupil to use text-to-speech

programme, e.g. wordtalk. Highlight relevant information.

10. Difficulty solving problems.


Use practical activity to help develop concept or process-role play, acting out, drawing.

Use concrete material in limited amounts. Use simple examples, easier language, easier numbers, fewer facts and

a narrower range of answers initially. Teach a routine. Highlight number words in one colour, the calculation vocabulary in

another colour and the final step of the problem in a different colour. Pupils can make up their own word problems to fit sums.

11. Poor setting out of work on the page.

Provide visual cues as to where to begin sum on page. Provide paper with larger squares/lined paper turned round to make

columns for place value. Provide paper with double margins-margin on left for number of

calculation and margin on right with space for working. Provide left-handed rulers/rulers with handles for pupils with fine

motor difficulty. Allow extra time to copy work down. Provide photocopied worksheets rather having pupil copy down pages

of sums.

12. Taking longer to learn to tell the time.


Sp.L.D. pupils may be 9 years old before they tell analogue time. Cards with analogue/digital time written on them with the words on

the reverse can be helpful for daily reinforcement. Display the rule for changing 12 hour time to 24 hour time. Some

pupils may want to add 12, some 10 then 2. Mark important dates on calendar Provide table with analogue time, 12 and 24 hour clock times.

O one o’clock 1.00 a..m. 0100 morning ↓

Reinforce through appropriate resources e.g. Timecracker/Stile etc.

13. Difficulty learning, recalling and using specific mathematical vocabulary.

Child friendly vocabulary to be used initially to help introduce concepts and mathematical vocabulary.

Vocabulary words with pictures displayed on wall. Checklist of mathematical terms. Revisit vocabulary words often to revise terms from previous topics. Encourage pupils to explain their answers in their own words to check

understanding.

14. Pupils give up on maths at 7 years.

Pupils may need longer at concrete stage. Multi-sensory methods of learning/active learning with more

manipulation of number. Provide structure. Find out where pupil’s knowledge is secure and work from there.


Do not expect pupils to work quickly. Do not expect quick recall of number facts and processes. Participation in higher groups with appropriate support, e.g.

reading/tables square. Give lots of opportunity for success. Play games and activities-make maths FUN!!!

“Dyscalculia is described as a global arithmetic learning difficulty . It is understood to affect all aspects of basic numeracy. Dyscalculic learners have a poor intuitive sense or feel for numbers and for number relationships.” Yeo, D. (2003) Page 26 Dyscalculic pupils Have poor intuitive number sense; they have no natural feel for

quantities and numbers.

See small numbers as small, indistinct groups or ‘ clumps’ of ones, and they see large numbers as even hazier , large clumps of ones.

Have a number concept which remains static and extremely poorly developed. Their number concepts remain largely ‘ones’ based.

Do not visualise numbers in helpful ways.

Do not acquire the foundation building blocks that allow pupils to learn and to keep learning.

Cannot easily make sense of and learn simple reasoning based methods.

Have a poor working memory - cannot stay on track - when thinking about numbers.


Dyscalculia

12

Do not recall maths facts-count to figure out basic number facts.

Cannot generalise knowledge to other areas of number work.

From- “ Dyscalculia Guidance “ – Brian Butterworth and Dorian Yeo.

DYSCALCULIA

RESOURCES PUBLISHERS

The Dyscalculia Toolkit * Sage

Dyscalculia-Action Plans for SuccessfulLearning in Mathematics* David Fulton

Working with Dyscalculia- Ann Henderson* Learning Works

Dyscalculia Guidance-Butterworth & Yeo* David Fulton

Numicon www.numicon.com

Addacus-the ABC of Number* Addacus Ltd.

Dyscalculia Screener* Nfer-Nelson

Calculator www.thedyslexiashop.co.uk

Flexitables/squares www.flexitable.co.ukSmart Multiplier sticks Smart Kids

*Available from Support Teachers (Sp.L.D.).

WEBSITES


www.dyscalculia.org.ukwww.dyscalculiainfo.org

MATHS- Sp.L.D.

RESOURCES STAGE PUBLISHERCracking the Code with Maths- Anne Henderson

Early-Middle AMS Educational

Maths Made Easy Early-Upper Egon

Power of 2 Middle-Upper SEN Marketing

Plus 1 SEN Marketing

Target Mental Maths Middle AMS Education

Stile Maths Programme Early-Middle LDA

Using Maths Vocabulary 5- 7 years7 -11 years

Heinemann

Numicon * Early www.numicon.com

TeeJay maths TeeJay Publishers

Rapid Maths PearsonCatch Up in Maths units 1-5 Learning Materials Ltd.

Learn Your Times Tables -CD B.D.A.Mini Slavonic abacus B.D.A.Timecracker University of StrathclydeBase 10 material L.D.A.Paper Chain table cards L.D.A.REFERENCE MATERIALHow to Develop Numeracy in Children with Dyslexia-B.D.A.

LDA

Dyslexia and Maths- Kay and Yeo FultonWhat to Do When You Can’t Add or Subtract – Steve Chinn

Egon

What to Do When You Can’t Learn the Times Tables- Steve Chinn

Egon

Dyslexia, Dyspraxia and Mathematics-DorianYeo

Whurr

Maths for the Dyslexic-A Practical Guide-Anne Henderson

Fulton


http://www.dyscalculia.org.uk/

I.C.T. PROGRAMMESNumber Shark L.D.A.Maths Blaster 1,2,3 TAGMaths Circus Acts 3,4,5 iANSYST Ltd.Clockwise 2 www.4mation.co.ukMaths Mania www.mathsmania.comNumbergym www.numbergym.co.ukWEBSITES FOR ANIMATIONS -SMARTBOARDwww.nzmaths.co.nz/Numeracy/Animations/animations.aspxwww.nivu.usu.edu (National Library of Virtual Manipulatives )

References

All resources, materials quoted and provided for use follow the copyright licence and terms of each source.For any reuse you must acknowledge and give credit as source.

Mathematical Vocabulary Profile by Tricia Barthorpe pub. Learning Works

Dyslexia Dyspraxia& Mathematics by Dorian Yeopub. Whurr Publishing

Maths for the Dyslexic A Practical Guide by Anne Hendersonpub. David Fulton Publishers

Removing Dyslexia As A Barrier To Achievement by Neil MacKay pub. SEN Marketing

Working with Dyscalculia by Anne Henderson pub. Learning Works

The Dyscalculia Toolkit by Ronit Birdpub. Sage

The trouble with maths by Steve Chinnpub. RoutledgeFalmer

www.sparklebox.co.uk


http://www.sparklebox.co.uk/

www.HunkinsExperiments.com

www.dyslexiascotland.com


http://www.HunkinsExperiments.com/

blogs.glowscotland.org.uk · web viewmaths for pupils who have sp.l.d. links need to be made...

Documents