As a teacher in calculus and mathematics I stumble to meet the requirements of dyscalculics. Can anyone here point to a method for fairly reliable testing, and ways to adapt my material?
Location: Munising, MI, USA Posts: 797 Joined: 2010-10-09
Hi Gerrit,
It depends on what kind of testing you are looking for. If you are looking for testing to see if a student has dyscalculia, only a series of tests administered by a psychologist can determine that. If you mean how to test the material that you are attempting to teach, give us just what you need. State what your are looking for point-blank.
When teaching, use visuals. We don't "see" numbers the same way that others do. When most people see nine things when they see three groups of three, dyscalculics see three groups of three.
Hope this helps!
I'm NOT lost, I'm just taking the scenic rout!
Allow me to say from the outset that I'm not certified to teach anything.
You may want to consider reading some materials about dyscalculia to understand exactly what it is and how it manifests with students. Dr. Butterworth is a subject matter expert.
As the mother of a child with dyscalculia, I read a book by Sousa and used remedial techniques prescribed by Ronit Bird. DS receives extended test taking time in the classroom, is allowed a calculator, and uses a laminated 12x12 multiplication card for homework and tests. He uses metric graph paper to help keep his work organized.
When I work with DS, we use a concrete- written model- abstract approach. We limit math time to about a 30-40 minute session. For concrete manipulatives, we use base 10 blocks, Cuisenaire rods, and basically any manipulative to get him to understand the underlying concept. Breaking down and teaching the underlying math concept is very important for DS.
Constant review of concepts is very important. DS has poor working memory and slow processing speed, so we try to work slowly and incorporate previous learning when applying new concepts.
DS just turned 12. Perhaps a teenager or college aged individual may help you better.
DS is prone to making careless math errors and has a terrible time transcribing numbers. DS and I are constantly working on coping strategies to reduce these errors. DS is a pre-teen who is ruled by his emotions. I work to keep math in perspective for him and manage expectations.
Edited by heathermomster on November 29 2011 10:47 PM
