Dyslexia, Dyspraxia and Mathematics

ISBN-13: 9781861563231 / Angielski / Miękka / 2005 / 280 str.

Dorian Yeo

Opis

Written by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research which explores the cognitive aspects of learning mathematics and tried to understanding why it is that some children fail to learn mathematics.

Spis treści

Foreword by Steve Chinn Preface

Part 1 – Definitions and Premises

Part 2 – Basic Counting and The Early Stages of Addition and Subtraction

Part 3 – The Number System

Part 4 – More Addition and Subtraction, Working With Larger numbers

Part 5 – Multiplication and Division.

Appendix.

References.

Index

Blurb

Written by a teacher with many years′ experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children.

Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics.

Many of the teaching principles described in the text have specific and quite far–reaching implications. The theoretical arguments should therefore also be of interest to special needs co–ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.