dys8

Even worse for those learners who seek the security of consistency,
the same word can be used to imply more than one operation.
For example, it is possible to use 'more' to imply subtraction as well as addition.
Dyslexia learners may show these confusions.
� Memorising the order in which to carry out operations.
Dyslexic pupils may show more difficulty than non-dyslexics
in sequencing a procedure such as long division
(though many people find this particular procedure bewildering).
� Understanding place value.
Some dyslexics do not readily pick up the idea of place value,
particularly when there are zeros in a number (20,040).
They may also take longer to absorb the patterns of multiplying and dividing by 10, 100, 1,000 etc.
� Problems with copying.
When under pressure to work too quickly, dyslexics may have problems
in copying accurately from a board or paper.
They may mix up lines of work, by taking part from one line and part from another line.
This problem will be exacerbated by work which has been poorly designed or written.
� Notation.
Some dyslexics may have difficulty if a new piece of notation is introduced,
for instance an algebraic symbol, such as 'x', a geometric term such as 'obtuse angle',
a trigonometric term such as 'cosine', the use of a colon to express ratio,
or the use of the symbols > and < to mean 'greater than' and 'less than'.
Fractional and decimal notation may also prove difficult.

5. Ways of helping.
The suggestions which follow are not intended as firm guidelines but should be adapted in the light of individual needs. Not all dyslexics have the same pattern of difficulties, nor the same ways of absorbing information.
� Some older dyslexics may be interested in the origins of the number system and some may enjoy discussing why numbers are important in ordinary living.

They can be shown that the decimal system is more convenient than the Roman system (I, II, III, IV, V etc.) and that there can be systems which use base 2, base 3, etc. instead of base 10.

Concrete examples are often very helpful if used in conjunction with the written symbols they represent. For example if base ten blocks or coins are used the operations of adding, taking away, etc. can be demonstrated in concrete terms, and this is easier for dyslexics than having to deal with 2-dimensional symbols on a blackboard or paper.

As with the teaching of literacy the approach should be multisensory: the blocks should be examined visually, touched, and moved about in space.
� If dyslexics attempt to learn tables by rote this will take an enormous amount of effort for relatively little success. If possible they should be encouraged to let their strong reasoning power compensate for their relatively weak immediate memory.
For example, it is unnecessary to memorise separately
7 x 8 = 56, 8 x 7 = 56, 56 = 8 x 7 and 56 = 7 x 8.
They can be encouraged to make use of regularities in the number system, in particular those which are found in the 2 x, 5 x and the 10 x tables facts.

Work from what the learner knows to take him/her to what they do not know.
For example, if 2 x 6 = 12, then 3 x 6 = 12 + 6,
or 4 x 7 is 2 x 7 x 2 (2 x 7 = 14 then 14 x 2 = 28)
or 9 x facts can be estimated as 10 x facts and then adjusted to be the accurate answer
(10 x 7 = 70 : 70 - 7 = 63 : 9 x 7 = 63.
This is a good pattern to learn).
� Dyslexics need to know enough about how the number system works to enable them to estimate the approximate order of magnitude that is needed in a given sum. Once they can do this, there is every reason for encouraging them to use calculators. They should be good enough at estimating to know if they have entered something into the calculator wrongly.
� When they are given mathematical problems they need practice in being able to tell which operation is needed (addition, multiplication, etc.).
Thus if 4 boys have 5 sweets each and it is asked how many sweets there are altogether, they need to be aware, before doing any calculation, that multiplication is what is needed.

If John walks for 8 metres and Jane walks 6 metres more than John and it is asked how far Jane has walked they need to be aware that this is a matter for addition.
The skill of interpreting the special language of maths word problems needs to be taught carefully. The Numeracy Strategy suggests that learners be allowed to make up their own word problems from number statements. Doing this can help the dyslexic understand how the language is structured.
� They should not be discouraged from using their own special strategies. For example, if no calculator is available, or to check that one has used the calculator correctly, it is appropriate to think as follows:
'9 x 7, don't know: but 10 x 7 = 70, so 9 x 7 = 70 - 7, that is 63'.
Or: '17 - 9, don't know: but 17 - 10 = 7, so 17 - 9 is 7 + 1, that is 8'.
� Anxiety has a huge effect on learning maths. Dyslexics (and indeed many non-dyslexics) can feel that maths exposes them to failure.

A typical reaction is not to attempt a question rather than try and possibly get it wrong.

Dyslexics tend to be slower at maths (though not all) due to contributing factors such as poorer short term memory, slower writing speeds and weaker knowledge of basic facts.
� Computers can be extremely helpful. However it should be remembered that many computer programs available under the title of 'mathematics' aim at reinforcing numeracy skills; fewer are designed for mathematical concepts.

For example, at a simple level, a child may repeatedly perform multiplication correctly (by remembering the answers), which is a numeracy skill, but not know what multiplication is or does and what he/she achieves by doing it, which would be to understand the concept.

Many programs, e.g. adventure programs, provide multiplication practice but fewer attempt to illustrate and explain multiplication.
Generally, the computer can help in the following ways: