This session
• Definitions
• Two students
• One Task
• Issues arising
• Summary
• Reading the question
• Iconicity
• Transcription errors
• Axes and scales
• Understanding the text book
• 2-D scatter plots 2 January 2015
Dyslexia Dyscalculia
Sheffield
Dyslexia “likely to be present at birth and to be
lifelong in its effects. It is characterised by
difficulties with phonological processing,
rapid naming, working memory, processing
speed and the automatic development of
skills that may not match up to an
individual’s other cognitive abilities. It tends
to be resistant to conventional teaching
methods, but its effects can be mitigated by
appropriately specific intervention…”
(BDA, 2007)
Sheffield 3 January 2015
Dyslexic people are likely to think visually or
laterally in some learning situations where
neurotypicals would be more likely to think
verbally or logically.
Problem Solving
Cooper (2006)
Dyslexic 80% 20%
Non-Dyslexic
55% 45%
Sheffield 4
Dyslexic students STEM subjects
• Appears less literacy skills
• Practical
However:
• Mathematics is
– Logical analytical system
– hierarchical structures
Sheffield 5
zeta a b J f
January 2015
…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
Dyscalculia
January 2015 6
The National Numeracy Strategy (DfES, 2001)
• “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
Key Features
January 2015 7 Sheffield
“A lack of a true comprehension or
understanding of maths will be a key
characteristic of dyscalculic people” Chinn S. (2006)
However:
“Learning number facts and
procedures” : more dyslexia related?
January 2015 8 Sheffield
9 January 2015 Sheffield
Subitising 1 How many dots?
10 January 2015 Sheffield
Subitising 2 How many dots?
Need to count?
Two Students
One Problem
January 2015 Sheffield 11
Fiona: dyscalculic
• Strengths
Reading, writing skills
Reading comprehension
– Verbal learner
Sequential thinking
• Weaknesses
Larger numbers
Number lines
Maths anxiety
Understanding number
Libby: dyslexic
• Strengths
Verbal Comprehension
Perceptual reasoning
– Visual learner
Conceptual thinking
• Weaknesses
Reading: accuracy, speed
Working memory
Processing speed
Visual stress
Sheffield 12 January 2015
The Task: Countryside Management
Task:
a) Using a quadrant sampling technique,
investigate the prevalence of Oak, Ash and
Elm trees within 3 different types of
woodland.
b) Display your results in a table and then draw
a suitable graph.
c) Compare your results with the example in
the text book.
Sheffield 13 January 2015
Reading the Question
Fiona Libby
Sheffield 14
• Fine BUT Maths words Anxiety
• Issue
Data
Correlate
Graph
0
10
20
30
40
50
60
70
A B C
Woodland Type
Oak
Ash
Elm
0
10
20
30
40
50
60
70
A B C
Woodland Type
Oak
Ash
Elm
Iconicity Fiona Libby
15
Woodland Type
A B C
Oak 45 6 24
Ash 23 58 27
Elm 13 43 19
Woodland Type
A B C
Oak 45 6 24
Ash 23 58 27
Elm 13 43 19
0
10
20
30
40
50
60
70
A B C
Woodland Type
Oak
Ash
Elm
✓ Woodland Type
A B C
Oak 45 6 24
Ash 23 58 27
Elm 13 43 19 ?
✗
? Woodland Type
A B C
Oak 45 6 24
Ash 23 58 27
Elm 13 43 19 ?
0
10
20
30
40
50
60
70
A B C
Woodland Type
Oak
Ash
Elm✓
Transcription Errors
Fiona
• Fine
BUT
– May result from maths anxiety
Libby
• Issue
Sheffield 16
0
20
40
60
80
A B C
Oak
Ash
Elm0
20
40
60
80
A B C
Oak
Ash
Elm
January 2015
Axes and Scale
Fiona
• BIG numerical issues
– No. lines
– Big nos.
– Equal divisions
– Decimals
– Sense of linearity in
scale
Libby
• Visual stress
• Make accessible
Sheffield 17 10 20 30
Understanding the Text Book
Fiona
• Reading comprehension
– fine
BUT
• Stats/graph avoidance
• Maths anxiety
• Understanding comes
from text
Libby
• Reading comprehension
– issue
AND
• Understanding comes
from stats/graph
Sheffield 18 January 2015
2-Dimensional: scatter plot
Fiona
• Understanding graphs
– Issue
• Bar chart
• Scatter plot
Libby
• Understanding graphs
– Fine
Sheffield 19 January 2015
Summary of Key Issues
Sheffield 20
Issue Dyscalculia Dyslexia
Reading Question
Iconicity
Transcription Errors
Axes/Scales
Understanding book TEXT GRAPH 2D
• Not absolute
• Individual
January 2015
Workshop: Scenarios
1. Nick, Economics, dyslexic
2. Lucy, Fine Art, dyscalculic
3. Dinesh, Mathematics, dyslexic
January 2015 Sheffield 21
Alison: dyscalculic and dyslexic • Challenge!
• What barriers would Alison face?
• How might support enable her to overcome these?
Sheffield 22 January 2015