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Mathematics for Dyslexics and Dyscalculics: A Teaching Handbook 4th edition [Mīkstie vāki]

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(Mark College, Somerset), (Imperial College, London,UK)
  • Formāts: Paperback / softback, 368 pages, height x width x depth: 226x152x20 mm, weight: 476 g
  • Izdošanas datums: 13-Jan-2017
  • Izdevniecība: Wiley-Blackwell
  • ISBN-10: 1119159962
  • ISBN-13: 9781119159964
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Mathematics for Dyslexics and Dyscalculics: A Teaching Handbook 4th editionPalielināt
  • Formāts: Paperback / softback, 368 pages, height x width x depth: 226x152x20 mm, weight: 476 g
  • Izdošanas datums: 13-Jan-2017
  • Izdevniecība: Wiley-Blackwell
  • ISBN-10: 1119159962
  • ISBN-13: 9781119159964
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781119159964.html
Keywords:

A seminal handbook in the field for more than 20 years, this new and updated edition of Mathematics for Dyslexicsand Dyscalculics contains the latest research and best practices for helping learners with numerical and mathematical difficulties.

  • Provides a complete overview of theory and research in the fields of dyslexia and dyscalculia, along with detailed yet pragmatic methods to apply in the classroom
  • Contains enhanced coverage of place value and the role of the decimal point, why fractions can challenge a developed logic for arithmetic, and the complexity of time along with new material on addressing anxiety, fear, motivation, and resilience in the classroom; and links to new resources including standardized tests and recommended reading lists
  • Written by two mathematics teachers with 50 years of teaching experience between them, much of it in specialist settings for students with specific learning difficulties
  • Offers effective teaching strategies for learners of all ages in a structured but accessible format
Foreword xi
1 Dyscalculia, Dyslexia and Mathematics 1(22)
Introduction
1(2)
Definitions of Dyslexia
3(2)
The Evolution of Definitions of (Developmental) Dyscalculia
5(14)
The Nature of Mathematics and the Ways it is Taught
19(4)
2 Factors that may Contribute to Learning Difficulties in Mathematics 23(25)
Potential Areas of Difficulty in Learning Mathematics
24(20)
General Principles of Intervention
44(2)
Summary
46(2)
3 Cognitive (Thinking) Style in Mathematics 48(14)
Introduction
48(1)
Qualitative and Quantitative Style
49(2)
Cognitive (Thinking) Style in the Classroom
51(3)
Examples
54(7)
Summary
61(1)
4 Testing and Diagnosis 62(14)
A Diagnostic Test Protocol
64(1)
Structure of the Diagnostic Protocol
65(8)
Attitude and Anxiety
73(1)
Thinking Style or Cognitive Style
74(1)
Tests for Dyscalculia
74(1)
Summary of the Test Protocol
74(2)
5 Concept of Number 76(20)
Introduction
76(2)
Early Recognition of Numbers and Their Values
78(1)
The Language of Mathematics (see also
Chapter 2)
79(1)
Early Number Work
79(3)
Visual Sense of Number
82(1)
Visual Clues to Number Concept
83(1)
Number Bonds/Combinations
84(2)
Place Value
86(7)
Number Bonds/Combinations for Ten
93(1)
Numbers Near Ten, Hundred or Thousand
94(1)
Summary
95(1)
6 Addition and Subtraction: Basic Facts/Number Combinations 96(14)
Introduction
96(3)
Strategies for Learning/Remembering the Addition and Subtraction Facts
99(8)
Overview
107(1)
Subtraction Facts
108(1)
Extension
109(1)
7 The Times Tables Facts/Number Combinations 110(26)
Introduction
110(1)
Rote Learning Strategies
110(3)
Learning by Understanding
113(2)
The Commutative Property
115(2)
Learning the Table Square
117(18)
Summary
135(1)
8 Computational Procedures for Addition and Subtraction 136(16)
Estimation
138(1)
Addition
138(9)
Teaching Subtraction as a Separate Exercise
147(5)
9 Multiplication 152(13)
Introduction
152(1)
Multiplying by Ten and Powers of Ten
153(4)
Multiplication
157(6)
Estimation
163(1)
Extension
163(2)
10 Division: Whole Numbers 165(10)
Introduction
165(1)
Introduction to Division
166(6)
Estimating
172(1)
Division by Powers of Ten
173(1)
Division by Multiples of Powers of Ten
174(1)
Conclusion
174(1)
11 Fractions, Decimals and Percentages: An Introduction 175(29)
Introduction
175(1)
Fractions
176(11)
Decimals
187(8)
Percentages
195(8)
Overview
203(1)
12 Operating with Fractions 204(28)
Introduction
204(1)
Making Segment Sizes the Same
205(2)
Comparing Fractions
207(3)
Combining Fractions
210(2)
Adding Fractions
212(4)
Subtracting Fractions
216(3)
Combined Additions and Subtractions
219(2)
Multiplying by Fractions
221(3)
Multiplying Mixed Fractions
224(3)
Dividing with Fractions
227(5)
13 Decimals 232(18)
Introduction
232(1)
Addition and Subtraction
232(3)
Multiplication and Division by Powers of Ten
235(7)
Division of Decimals
242(7)
Summary
249(1)
14 Percentages 250(7)
Introduction
250(1)
An Image of Percentage
250(6)
Summary
256(1)
15 Time 257(12)
What are the Potential Problems with Time?
258(2)
Reading the Time
260(4)
Time Problems
264(4)
Summary
268(1)
16 Teaching the Full Curriculum 269(18)
Introduction
269(1)
Some General Principles
270(7)
Teaching the Other Parts of the Curriculum
277(5)
Combining the Parts of the Curriculum
282(4)
Summary
286(1)
17 Attacking and Checking Questions 287(16)
Practice Examples
287(1)
Preliminary Checks
288(2)
Attacking Questions
290(1)
Methods of Attacking Questions
291(7)
Checking
298(5)
18 Important Elements of a Teaching Programme 303(13)
Introduction
303(1)
Consider the Pupils' Needs
303(1)
The Structure of the Course
304(4)
Classroom Management: Making the Lessons Suit the Pupils
308(1)
Evolving Expectations and Emphases
309(4)
Internal Assessment
313(2)
Summary
315(1)
Appendices
Appendix 1: Books, Journals, Tests and Games
316(5)
Appendix 2: Teaching Materials
321(3)
References 324(13)
Index 337
STEVE CHINN is an independent lecturer, writer and researcher, and Visiting Professor at the University of Derby, UK. He spent 24 years as headteacher of three specialist schools and was a mainstream teacher for 14 years. He was Founder and Principal of Mark College in Somerset, UK, a specialist residential school for young people with specific learning difficulties. In 2011 he set up and chaired the BDA's first subcommittee on dyscalculia. He has received the Marion Welchman International Award for Services to Dyslexia, and the Lady Radnor Award for Lifetime Services to Dyslexia. He has lectured and taught in over 30 countries worldwide and is the author of numerous books.

RICHARD ASHCROFT was headmaster at Mark College, UK, a specialist residential school for young people with specific learning difficulties. He taught mathematics at the secondary school level for almost 25 years. During his teaching career, he developed a series of teaching resources specifically for dyslexic students. He retired in 2006.