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| 2. Do all dyslexics have difficulties with maths? Research results vary considerably, and a conservative estimate, based on initial studies (Joffe, 1981) would suggest that about 60% of dyslexics have some difficulty with school maths. Of the 40% of dyslexics who don't seem to have maths difficulties, about 11% of dyslexics excel in mathematics. The rest (29%) do as well as children of the same age, who have no learning difficulties. 3. Dyscalculia. Dyscalculia is a condition with which a child is born. It affects the ability to acquire arithmetical skills. Dyscalculic children and adults may show difficulty understanding even simple number concepts despite normal intelligence. They may have problems learning standard number facts and procedures. Even if learners who are dyscalculic produce a correct answer or use a correct method, they may do so mechanically and without confidence. This is because they lack an intuitive grasp of numbers. Dyscalculia is like dyslexia for numbers, but very little is known about its prevalence, causes or treatment. Most dyscalculic children and adults will have cognitive and language abilities in the normal range. They may excel in non mathematical subjects. 4. Mathematics or Numeracy? What do we mean by mathematics? Mathematics comprises many varied topics such as shape and space. It is not just numeracy. Unfortunately mathematics begins with numeracy and it is these early experiences of numbers that can be so influential in setting the attitudes to learning mathematics. It should be remembered that most people do not use any more than basic arithmetic beyond school. Today being poor at maths is socially acceptable, therefore is not seen as being as serious a life skills problem as it really is. Problems in basic arithmetic can cause difficulty in everyday situations and may cause embarrassment. If these initial problems can be addressed then there are no reasons why a dyslexic pupil cannot achieve good grades in GCSE and beyond. 5. National Numeracy Strategy (NNS). The NNS contains much that will help dyslexic pupils. Teachers and parents however need an awareness of how a positive aspect of the strategy can become negative if there is a misunderstanding of the learner's weakness. This needs to be addressed if dyslexic learners are to be included in the learning process. The structure of the NNS provides frequent returns to topics allowing pupils to review and reinforce previous learning. Dyslexic pupils will greatly benefit from opportunities to overlearn. However, asking them to produce answers quickly, either mentally or written, will disadvantage most dyslexic learners. The need to 'learn by heart' for children who have poor memory systems may well cause failure. It may give them the feeling that they cannot succeed. There are other, less obvious concerns. Flexibility of approach and methods is a strong feature of the NNS. Some children will enjoy this freedom, others will find the choice creates an uncertainty, confusion and anxiety. We need to know the learning styles of individual dyslexic children. Numeracy skills are developmental from the very start in the NNS. Reception class work, (which is likely to be before a child has been diagnosed as dyslexic) introduces counting - a precise activity. It also introduces estimation, a more intuitive, holistic activity with a heavy emphasis on vocabulary. Vital foundations are set and pupils must be closely observed to identify problems at this early stage. |
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