To live with dyscalculia is sometimes difficult, and some things that may trouble those with this disability are things that most people take for granted. The two major weaknesses that frame the background for those with dyscalculia are spatial reasoning, or the ability to perceive space, and language processing difficulties. Moreover, these are the ways in which those with the disability are most often affected. With spatial reasoning, for example, a student may be unable to decipher a pattern in a math problem or do a geometry-related problem. With language processing, he or she may not remember the steps of a math equation or understand a word problem. When it comes to the grind of everyday life for those with dyscalculia, it can be very difficult to learn in school.
There are certainly modifications that must be made for a student with dyscalculia in the classroom because of the effects that the disability can have on a student. As a teacher, oftentimes the student is allowed to use scratch paper, have access to peer assistance, use colored pencils to better understand problems, work with manipulatives, and even to draw pictures of word problems. This is not by any means a comprehensive list of accommodations for these students, as the teacher can use his or her best judgment to supply any help needed. The use of music or mnemonic devices has also been shown to help students, as they can help them to see patterns and remember steps more easily. Students diagnosed with dyscalculia would certainly be in line for an IEP or 504 plan, as long as the standard protocol is met. Other modifications include:
When it comes to how a student with dyscalculia should study, he or she should work on trying to best understand and comprehend basic math facts as opposed to simply memorizing them. For example, a student should work on being able to explain why 5 * 4 = 20 as opposed to simply stating 5 * 4 = 20. Simple memorization of facts will not help a student with dyscalculia, because his or her problem lies with being able to identify patterns and being unable to memorize steps to a process. The student should instead work with a tutor, along with a good supply of resources, to better understand the math facts presented in school. Once students grasp the fundamental concepts of whichever mathematical topic they are discussing in school, then they are more likely to succeed in the math classroom. Other study habits may include the practice of estimating to begin to solve math problems. This strategy can be useful early on, and students can grasp a better understanding of the concepts they are learning. The use of real-world examples in homework can be incredibly useful, because they can open students’ minds to the reasons why they need to learn certain concepts.
The best schools for students with dyscalculia are ones with extra mathematics resources or with a math resource teacher. Because this disability is not entirely understood yet, there are not specific schools for it. However, there are schools with increased funding that is put towards mathematics.
There are certainly modifications that must be made for a student with dyscalculia in the classroom because of the effects that the disability can have on a student. As a teacher, oftentimes the student is allowed to use scratch paper, have access to peer assistance, use colored pencils to better understand problems, work with manipulatives, and even to draw pictures of word problems. This is not by any means a comprehensive list of accommodations for these students, as the teacher can use his or her best judgment to supply any help needed. The use of music or mnemonic devices has also been shown to help students, as they can help them to see patterns and remember steps more easily. Students diagnosed with dyscalculia would certainly be in line for an IEP or 504 plan, as long as the standard protocol is met. Other modifications include:
- Scheduled computer time for practice
- Use of graph paper when needed
- Tutor to work with students on word problems in order to better understand the language of mathematical problems
When it comes to how a student with dyscalculia should study, he or she should work on trying to best understand and comprehend basic math facts as opposed to simply memorizing them. For example, a student should work on being able to explain why 5 * 4 = 20 as opposed to simply stating 5 * 4 = 20. Simple memorization of facts will not help a student with dyscalculia, because his or her problem lies with being able to identify patterns and being unable to memorize steps to a process. The student should instead work with a tutor, along with a good supply of resources, to better understand the math facts presented in school. Once students grasp the fundamental concepts of whichever mathematical topic they are discussing in school, then they are more likely to succeed in the math classroom. Other study habits may include the practice of estimating to begin to solve math problems. This strategy can be useful early on, and students can grasp a better understanding of the concepts they are learning. The use of real-world examples in homework can be incredibly useful, because they can open students’ minds to the reasons why they need to learn certain concepts.
The best schools for students with dyscalculia are ones with extra mathematics resources or with a math resource teacher. Because this disability is not entirely understood yet, there are not specific schools for it. However, there are schools with increased funding that is put towards mathematics.
