Atjaunināt sīkdatņu piekrišanu

Mathematics for Dyslexics: including Dyscalculia 3rd Revised edition [Mīkstie vāki]

4.46/5 (21 ratings by Goodreads)
Edited by , Edited by
  • Formāts: Paperback / softback, 336 pages, height x width x depth: 229x156x17 mm, weight: 452 g, Illustrations
  • Izdošanas datums: 20-Oct-2006
  • Izdevniecība: John Wiley & Sons Ltd
  • ISBN-10: 0470026928
  • ISBN-13: 9780470026922
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 60,34 €*
  • * Šī grāmata vairs netiek publicēta. Jums tiks paziņota lietotas grāmatas cena
  • Šī grāmata vairs netiek publicēta. Jums tiks paziņota lietotas grāmatas cena.
  • Daudzums:
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
Mathematics for Dyslexics: including Dyscalculia 3rd Revised editionPalielināt
  • Formāts: Paperback / softback, 336 pages, height x width x depth: 229x156x17 mm, weight: 452 g, Illustrations
  • Izdošanas datums: 20-Oct-2006
  • Izdevniecība: John Wiley & Sons Ltd
  • ISBN-10: 0470026928
  • ISBN-13: 9780470026922
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780470026922.html
Keywords:
Mathematics for Dyslexics: Including Dyscalculia, 3rd Edition discusses the factors that contribute to the potential difficulties many dyslexic learners may have with mathematics, and suggests ways of addressing these difficulties. The first chapters consider the theoretical background. The later chapters look at practical methods, which may help dyslexic learners. The book is designed to be comprehensive and to help teachers, support assistants, and parents understand the learner and to learn a range of skills and thus develop confidence and competence in working with dyslexic pupils.

Recenzijas

"... develops and updates the key areas relating to the teaching of mathematics to dyslexic and dyscalculic pupils..." (Support For Learning, August 2007)

Foreword to Second Edition xiii
Chapter 1 Dyscalculia, Dyslexia and Mathematics 1(16)
Introduction
1(1)
Definitions of Dyslexia
2(3)
Dyscalculia
5(8)
The Nature of Mathematics
13(4)
Chapter 2 Factors that may Contribute to Learning Difficulties in Mathematics 17(20)
Potential Areas of Difficulty in Learning Mathematics
17(16)
General Principles of Intervention
33(2)
Summary
35(2)
Chapter 3 Cognitive (Thinking) Style in Mathematics 37(12)
Introduction
37(1)
Qualitative and Quantitative Style
38(2)
Cognitive (Thinking) Style in the Classroom Grasshoppers (Intuitive/Answer Oriented) and Inchworms (Step by Step/Formula Oriented)
40(2)
Examples
42(6)
Summary
48(1)
Chapter 4 Testing and Diagnosis 49(12)
A Diagnostic Test Protocol
51(1)
Structure of the Diagnostic Protocol
52(7)
Attitude and Anxiety
59(1)
Thinking Style or Cognitive Style
60(1)
Summary of the Test Protocol
60(1)
Testing for Dyscalculia
60(1)
Chapter 5 Concept of Number 61(20)
Introduction
61(1)
Early Recognition of Numbers and Their Values
62(1)
The Language of Mathematics
63(1)
Early Number Work
63(3)
Visual Sense of Number
66(1)
Visual Clues to the Number Concept
67(1)
Number Bonds
68(1)
Place Value
69(7)
Number Bonds for 10
76(1)
Numbers near 10, 100 or 1000
77(3)
Summary
80(1)
Chapter 6 Addition and Subtraction: Basic Facts 81(10)
Introduction
81(2)
Strategies for Learning/Remembering the Addition and Subtraction Facts
83(6)
Summary
89(1)
Subtraction Facts
89(1)
Extension
90(1)
Chapter 7 Times Tables 91(26)
Introduction
91(1)
Rote Learning with Audio Recorders and Computers
92(1)
Learning by Understanding
93(3)
The Commutative Property
96(2)
Learning the Table Square
98(17)
Summary
115(2)
Chapter 8 Computational Procedures for Addition and Subtraction 117(16)
Estimation
118(1)
Addition
118(9)
Teaching Subtraction as a Separate Exercise
127(6)
Chapter 9 Multiplication 133(12)
Introduction
133(1)
The Special Case of Multiplying by 10 and Powers of 10
133(3)
Multiplication
136(6)
Estimation
142(1)
Extension
143(2)
Chapter 10 Division 145(12)
Introduction
145(1)
Introduction to Division
146(6)
Estimating
152(2)
Division by Powers of 10
154(1)
Division by Multiples of Powers of ten
154(1)
Conclusion
155(2)
Chapter 11 Fractions, Decimals and Percentages: An Introduction 157(28)
Introduction
157(1)
Fractions
157(10)
Decimals
167(9)
Percentages
176(1)
A Global Model for Percentages, Fractions and Decimals
176(8)
A Global Exercise with Fractions, Percentages and Decimals
184(1)
Chapter 12 Operating with Fractions 185(28)
Introduction
185(1)
Making Segment Sizes the Same
185(3)
Comparing Fractions
188(3)
Combining Fractions
191(1)
Adding Fractions
192(5)
Subtracting Fractions
197(4)
Combined Additions and Subtractions
201(1)
Multiplying by Fractions
202(3)
Multiplying Mixed Fractions
205(2)
Dividing with Fractions
207(6)
Chapter 13 Decimals 213(18)
Introduction
213(1)
Addition and Subtraction
213(3)
Multiplication and Division by Powers of 10
216(7)
Division of Decimals
223(6)
Summary
229(2)
Chapter 14 Percentages 231(6)
Introduction
231(1)
An Image of Percentage
231(5)
Summary
236(1)
Chapter 15 Time 237(12)
What are the Potential Problems with Time?
237(2)
Reading the Time
239(4)
Time Problems
243(4)
Summary
247(2)
Chapter 16 Teaching the Full Curriculum 249(16)
Introduction
249(1)
Some General Principles
250(6)
Teaching the Other Parts of the Curriculum
256(5)
Combining the Parts of the Curriculum
261(3)
Summary
264(1)
Chapter 17 Attacking and Checking Questions 265(16)
Practice Examples
265(1)
Preliminary Checks
266(2)
Attacking Questions
268(1)
Methods of attacking questions
268(8)
Checking
276(5)
Chapter 18 Important Elements of a Teaching Programme 281(14)
Introduction
281(1)
Consider the Pupils' Needs
281(1)
The Structure of the Course
282(4)
Classroom Management: Making the Lessons Suit the Pupils
286(1)
Evolving Expectations and Emphases
287(4)
Internal Assessment
291(2)
GCSE Examinations
293(1)
Summary
294(1)
Appendices 295(8)
Appendix 1: Books, Journals, Tests and Games
296(5)
Appendix 2: Teaching Materials
301(2)
References 303(8)
Index 311


Dr Chinn is an internationally recognised authority on both mathematics and dyslexia. Apart from his general work on dyslexia as exemplified in Mark College, his specific expertise in mathematics is widely known and appreciated.