Written by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics. Many of the teaching principles described in the text have specific and quite far-reaching implications. The theoretical arguments should therefore also be of interest to special needs co-ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.... oral counting and, 182 recording mental partitioning, 387-8 see also mental calculation mental tests timed, 61 metacognitive awareness, ... 167-8 multiplication 2-D a#39;area modelsa#39;, 25 by 10 and 100, 393-8 adding zeros in, 398 addition vs multiplication facts, 314 area model ... 233 equal measures problems, 373 learning, with division, 339-40 link with division, 333 more formal, 350-2 multiplying decadeanbsp;...
|Title||:||Dyslexia, Dyspraxia and Mathematics|
|Publisher||:||John Wiley & Sons - 2008-04-30|