Traditional curriculums place too much significant on the speed of retrieving basic math facts and simple calculations. We need to emphasize math problem solving skills more...
Drs Fernette and Brock Eide at DyslexicAdvantage.com's insight:
Excerpt: "But why do some mathematically talented children, who perform exceptionally well in untimed situations, have difficulty with timed arithmetic tests? More importantly, how can we help these kids?
A good first step may be to let these children know that their intelligence is not in doubt because such tests are hardly good indicators of mathematical ability. Rather their primary aim is to measure how many facts a student can recall correctly within a finite period. After all, a student who can memorize and regurgitate math facts is not necessarily able to understand the reasoning behind those facts. Further exacerbating the issue of speed is the fact that in answering an individual problem a student begins by reading the problem and ends by writing the answer..."
Research paper studying the different contributions to math disability - are the problems due to math fact errors (more common among students with dyscalculia), procedural errors (borrowing or carrying, smaller from larger), visual-spatial (column problems, miswriting), or switch mistakes?
Great resource for teaching math fundamentals to students with dyslexia and dyscalculia. The book is loaded here, though it is a bit difficult to scroll in this format, it has many valuable tips and suggestions. Chapters range from number concepts to fractions, decimals, percentage, and time.
Scaffolding can work for teaching any complex subject, but it certainly applies to math. Especially with math, it is often very important when introducing a new procedure to provide an example of what kind of question the procedure is used for, then proceeding through the steps - talking aloud as much as possible. Tips #4-6 are also very important for many dyslexic students - pre-teaching vocabulary, using visual aids, then providing plenty of time to pause, ask questions, pause, then review.
The most common mistakes in elementary school math include basic math facts, carrying and regrouping, ignoring place value, and reading comprehension problems in word problems. Analyzing math mistakes is always a good idea because most students seem to make the same mistakes so that recognizing the pattern can boost overall math performance.
The most common pattern in dyslexia is difficulty with basic math facts, but generally good math problem solving. In some students, just an option to use a calculator can move a student from the bottom of the class to the top.
New dyscalculia film from the University of Ghent in the Netherlands (English subtitles). What the filmmaker captures well is what how different one perceives school and education if you do or don't have dyscalculia. See more here.
Memorize in Minutes : Times Tables is an ideal math facts program for strong personal memory and novelty learners. Being able to personalize numbers using stories and cartoons helps numbers to 'stick' in memory, greating reducing working memory demands while working math problems.
Mnemonics are usually best as a first step - children still benefit from having a general sense of quantity for instance - but there's not doubt mnemonics can help dramatically for students who may be drowning in math classes
Students using mnemonics also usually benefit from working 'open book', working with correctly solved problems in view, and acronyms for procedural steps (like DMSB - Does McDonald's Sell Burgers - for long division: divide, multiply, subtract, bring down).