AEN Information Sheet Three: Specific Learning Difficulties Dyscalculia
What are specific learning difficulties?
A specific learning difficulty is neurologically based and causes problems
with managing verbal codes in memory. This hinders the learning of literacy skills, and can affect other
symbolic systems such as musical notation and mathematics.
(Dyslexia Institute 1999)
Specific learning difficulties (SpLD) include dyslexia, dyscalculia
and dyspraxia. One key indicator of SpLD is the disparity between a child’s chronological age and their
reading age; i.e. a reading age of two years or more below their chronological age, and in relation
to their average, or above average ability.
What is dyscalculia?
Dyscalculia is a difficulty with numbers arising from a deficiency in
the mathematical ability of the brain. Some pupils with dyscalculia may also be dyslexic
Children with dyscalculia may
- make errors carrying numbers over
- ignore decimal points
- experience confusion recognising and using mathematical/signs symbols
- confuse left and right when undertaking calculations, like division
- need concrete mathematics apparatus
- have difficulty learning and remembering multiplication tables
- experience difficulties with problem–solving tasks in mathematics
- set out calculations untidily and incorrectly
- have difficulty telling the time by an analogue clock or watch
- have difficulty working out the correct change from a given sum on money
- have a tendency to reverse and transpose numbers
- experience problems in sequencing numbers
- have difficulty recognising/naming shapes and patterns
Strategies
to improve mathematical skills
- Put a list of numbers with their spellings (1-100) on a prompt card.
- Give the pupil a set of mathematics symbol cards with the range of names for each symbol.
- Provide an audio tape with multiplication tables on for home/class use.
- Provide support materials, e.g. number square, number line, calculator, counters and large
decimal point.
- Head number columns (Hundreds, Tens, Units) to assist with placed value.
- Use arrows to help pupils know which direction to perform a calculation in.
- Model a method of calculation and put this in the pupil’s exercise book.
- Allow the pupil to use their own method of calculation if it produces the correct answer
consistently.
- Break down mathematics problems into smaller steps.
- If the pupil is also dyslexic, audio tape ‘wordy’ problem solving questions
Additional Educational Needs: