Dyslexia and Mathematics
Thomas Richard Miles, Elaine Miles
Psychology Press, 1992 - Dyslexic children - 127 pages
Dyslexia is seen primarily as a limitation in the ability to deal with symbolic material. As far as the symbols of mathematics are concerned, therefore, special teaching techniques are needed, just as they are for the teaching of reading and spelling.
The book contains a wealth of material on individual cases and on children of different ages. Two central themes are discussed: first, that dyslexics need to carry out the operations of adding, dividing, and so on, before being introduced to the symbolism; and second that, because of their difficulties with rote learning, they need to be shown the many regularities and patterns which can be found in the number system. All the contributors have had experience of teaching dyslexic children at various levels.
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Figures and tables
Individual diagnosis and cognitive style
Linking language to action
Reading and writing in mathematics
The use of structured materials with older pupils
The use of patterns
Other editions - View all
ability able adding addition Alex algebra algorithms answer arithmetic asked basic block pattern calculation child Chinn cognitive style column computation concept concrete correct counting Criterion-referenced tests Cuisenaire rods decimal develop Dienes blocks digits disabled division dyscalculia dyslexia dyslexic children Elaine Miles ematics equation error evidence example explain GCSE Gemma given grasshopper idea important inchworm index figure instance involved Jastak Joffe language large number Lateral thinking London lots math means memory method Miles multiplication non-dyslexics notation number facts number sequence number system numeracy operations particular Pascal's Triangle pence possible procedure pupil reading relationships rote learning scores self-voice Shrink-A-Square similar situation skills solve square Steeves strategies structured materials subtraction symbols task teacher teaching thinking Tim Miles triangle understanding units University of Aston verbal vertical thinking visual weak Wechsler word write written wrong