{"product_id":"mathematics-for-dyslexics-and-dyscalculics-isbn-9781119159964","title":"Mathematics for Dyslexics and Dyscalculics","description":"\u003cp\u003eA seminal handbook in the field for more than 20 years, this new and updated edition of \u003ci\u003eMathematics for Dyslexics\u003c\/i\u003e\u003ci\u003eand Dyscalculics\u003c\/i\u003e contains the latest research and best practices for helping learners with numerical and mathematical difficulties.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eProvides 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\u003c\/li\u003e \u003cli\u003eContains 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\u003c\/li\u003e \u003cli\u003eWritten by two mathematics teachers with 50 years of teaching experience between them, much of it in specialist settings for students with specific learning difficulties\u003c\/li\u003e \u003cli\u003eOffers effective teaching strategies for learners of all ages in a structured but accessible format\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eForeword xi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Dyscalculia, Dyslexia and Mathematics 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eDefinitions of Dyslexia 3\u003c\/p\u003e \u003cp\u003eThe Evolution of Definitions of (Developmental) Dyscalculia 5\u003c\/p\u003e \u003cp\u003eThe Nature of Mathematics and the Ways it is Taught 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Factors that may Contribute to Learning Difficulties in Mathematics 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePotential Areas of Difficulty in Learning Mathematics 24\u003c\/p\u003e \u003cp\u003eGeneral Principles of Intervention 44\u003c\/p\u003e \u003cp\u003eSummary 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Cognitive (Thinking) Style in Mathematics 48\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 48\u003c\/p\u003e \u003cp\u003eQualitative and Quantitative Style 49\u003c\/p\u003e \u003cp\u003eCognitive (Thinking) Style in the Classroom 51\u003c\/p\u003e \u003cp\u003eExamples 54\u003c\/p\u003e \u003cp\u003eSummary 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Testing and Diagnosis 62\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Diagnostic Test Protocol 64\u003c\/p\u003e \u003cp\u003eStructure of the Diagnostic Protocol 65\u003c\/p\u003e \u003cp\u003eAttitude and Anxiety 73\u003c\/p\u003e \u003cp\u003eThinking Style or Cognitive Style 74\u003c\/p\u003e \u003cp\u003eTests for Dyscalculia 74\u003c\/p\u003e \u003cp\u003eSummary of the Test Protocol 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Concept of Number 76\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 76\u003c\/p\u003e \u003cp\u003eEarly Recognition of Numbers and Their Values 78\u003c\/p\u003e \u003cp\u003eThe Language of Mathematics (see also Chapter 2) 79\u003c\/p\u003e \u003cp\u003eEarly Number Work 79\u003c\/p\u003e \u003cp\u003eVisual Sense of Number 82\u003c\/p\u003e \u003cp\u003eVisual Clues to Number Concept 83\u003c\/p\u003e \u003cp\u003eNumber Bonds\/Combinations 84\u003c\/p\u003e \u003cp\u003ePlace Value 86\u003c\/p\u003e \u003cp\u003eNumber Bonds\/Combinations for Ten 93\u003c\/p\u003e \u003cp\u003eNumbers Near Ten, Hundred or Thousand 94\u003c\/p\u003e \u003cp\u003eSummary 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Addition and Subtraction: Basic Facts\/Number Combinations 96\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 96\u003c\/p\u003e \u003cp\u003eStrategies for Learning\/Remembering the Addition and Subtraction Facts 99\u003c\/p\u003e \u003cp\u003eOverview 107\u003c\/p\u003e \u003cp\u003eSubtraction Facts 108\u003c\/p\u003e \u003cp\u003eExtension 109\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 The Times Tables Facts\/Number Combinations 110\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 110\u003c\/p\u003e \u003cp\u003eRote Learning Strategies 110\u003c\/p\u003e \u003cp\u003eLearning by Understanding 113\u003c\/p\u003e \u003cp\u003eThe Commutative Property 115\u003c\/p\u003e \u003cp\u003eLearning the Table Square 117\u003c\/p\u003e \u003cp\u003eSummary 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Computational Procedures for Addition and Subtraction 136\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEstimation 138\u003c\/p\u003e \u003cp\u003eAddition 138\u003c\/p\u003e \u003cp\u003eTeaching Subtraction as a Separate Exercise 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Multiplication 152\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 152\u003c\/p\u003e \u003cp\u003eMultiplying by Ten and Powers of Ten 153\u003c\/p\u003e \u003cp\u003eMultiplication 157\u003c\/p\u003e \u003cp\u003eEstimation 163\u003c\/p\u003e \u003cp\u003eExtension 163\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Division: Whole Numbers 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 165\u003c\/p\u003e \u003cp\u003eIntroduction to Division 166\u003c\/p\u003e \u003cp\u003eEstimating 172\u003c\/p\u003e \u003cp\u003eDivision by Powers of Ten 173\u003c\/p\u003e \u003cp\u003eDivision by Multiples of Powers of Ten 174\u003c\/p\u003e \u003cp\u003eConclusion 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Fractions, Decimals and Percentages: An Introduction 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 175\u003c\/p\u003e \u003cp\u003eFractions 176\u003c\/p\u003e \u003cp\u003eDecimals 187\u003c\/p\u003e \u003cp\u003ePercentages 195\u003c\/p\u003e \u003cp\u003eOverview 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Operating with Fractions 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 204\u003c\/p\u003e \u003cp\u003eMaking Segment Sizes the Same 205\u003c\/p\u003e \u003cp\u003eComparing Fractions 207\u003c\/p\u003e \u003cp\u003eCombining Fractions 210\u003c\/p\u003e \u003cp\u003eAdding Fractions 212\u003c\/p\u003e \u003cp\u003eSubtracting Fractions 216\u003c\/p\u003e \u003cp\u003eCombined Additions and Subtractions 219\u003c\/p\u003e \u003cp\u003eMultiplying by Fractions 221\u003c\/p\u003e \u003cp\u003eMultiplying Mixed Fractions 224\u003c\/p\u003e \u003cp\u003eDividing with Fractions 227\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Decimals 232\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 232\u003c\/p\u003e \u003cp\u003eAddition and Subtraction 232\u003c\/p\u003e \u003cp\u003eMultiplication and Division by Powers of Ten 235\u003c\/p\u003e \u003cp\u003eDivision of Decimals 242\u003c\/p\u003e \u003cp\u003eSummary 249\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Percentages 250\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 250\u003c\/p\u003e \u003cp\u003eAn Image of Percentage 250\u003c\/p\u003e \u003cp\u003eSummary 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Time 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat are the Potential Problems with Time? 258\u003c\/p\u003e \u003cp\u003eReading the Time 260\u003c\/p\u003e \u003cp\u003eTime Problems 264\u003c\/p\u003e \u003cp\u003eSummary 268\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Teaching the Full Curriculum 269\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 269\u003c\/p\u003e \u003cp\u003eSome General Principles 270\u003c\/p\u003e \u003cp\u003eTeaching the Other Parts of the Curriculum 277\u003c\/p\u003e \u003cp\u003eCombining the Parts of the Curriculum 282\u003c\/p\u003e \u003cp\u003eSummary 286\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Attacking and Checking Questions 287\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePractice Examples 287\u003c\/p\u003e \u003cp\u003ePreliminary Checks 288\u003c\/p\u003e \u003cp\u003eAttacking Questions 290\u003c\/p\u003e \u003cp\u003eMethods of Attacking Questions 291\u003c\/p\u003e \u003cp\u003eChecking 298\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Important Elements of a Teaching Programme 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 303\u003c\/p\u003e \u003cp\u003eConsider the Pupils’ Needs 303\u003c\/p\u003e \u003cp\u003eThe Structure of the Course 304\u003c\/p\u003e \u003cp\u003eClassroom Management: Making the Lessons Suit the Pupils 308\u003c\/p\u003e \u003cp\u003eEvolving Expectations and Emphases 309\u003c\/p\u003e \u003cp\u003eInternal Assessment 313\u003c\/p\u003e \u003cp\u003eSummary 315\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendices\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAppendix 1: Books, Journals, Tests and Games 316\u003c\/p\u003e \u003cp\u003eAppendix 2: Teaching Materials 321\u003c\/p\u003e \u003cp\u003eReferences 324\u003c\/p\u003e \u003cp\u003eIndex 337\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eSTEVE CHINN\u003c\/b\u003e 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. \t \u003c\/p\u003e\u003cp\u003e\u003cb\u003eRICHARD ASHCROFT\u003c\/b\u003e 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.\t \t \t \t  \u003cb\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eMATHEMATICS FOR DYSLEXICS AND DYSCALCULICS A TEACHING HANDBOOK FOURTH EDITION \u003c\/p\u003e\u003cp\u003eNow in its fourth edition, \u003ci\u003eMathematics for Dyslexics and Dyscalculics\u003c\/i\u003e has been the seminal text for helping learners struggling with numeracy and mathematical operations for more than 20 years. The book 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 and beyond.\t \u003c\/p\u003e\u003cp\u003eThis edition contains enhanced coverage of place value and the role of the decimal point, why fractions can challenge a developed logic for arithmetic and the use of digital clocks. It also has new material on addressing anxiety, shame, motivation and resilience in the classroom, as well as links to new resources such as standardised tests and recommended reading lists. Ideal for a range of professionals – including classroom teachers, learning support assistants and educational psychologists – and parents, this handbook offers effective teaching strategies in a structured yet accessible format for students of all ages who have difficulty comprehending mathematics. It gives readers the knowledge and skills necessary to understand a student's individual needs and customise a strategy for mathematical success.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989588295909,"sku":"NP9781119159964","price":60.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119159964.jpg?v=1761784711","url":"https:\/\/k12savings.com\/products\/mathematics-for-dyslexics-and-dyscalculics-isbn-9781119159964","provider":"K12savings","version":"1.0","type":"link"}