Claire Trott's Presentation on Dyscalculia that she gave at Iansyst's Assess 2010 conference 31.03.10.
Clare joined the Mathematics Education Centre at Loughborough University in 1999 as a Mathematics Support Tutor. In her current role, she specialises in the provision of one-to-one mathematics support for students with dyslexia and dyscalculia. The teaching involves developing specific techniques and materials for mathematics.
Clare has been instrumental in establishing the Dyscalculia and Dyslexia Interest Group (DDIG), which she continues to coordinate. She is also a member of The Association for Dyslexia Specialists in Higher Education (ADSHE).
Clare's current research interests focus on mathematics and specific learning differences in higher education, particularly dyscalculia and the development in partnership with Iansyst of a first-line screener for dyscalculia.
4. DSM-IV (2000) MathematicsDisorder: "as measured by a standardised test that is given individually, the person's mathematical ability is substantially less than would be expected from the person’s age, intelligence and education. This deficiency materially impedes academic achievement or daily living"
5. Key Features (1) 1. Mathematical level compared to expectation “Most dyscalculic learners will have cognitive and language abilities in the normal range, and may excel in non-mathematical subjects“ Butterworth (2001) Impedance of academic achievement and daily living "Dyscalculia is a term referring to a wide range of life long learning disabilities involving math… the difficulties vary from person to person and affect people differently in school and throughout life". NCLD (2009)
6. Key Features (2) What is “mathematical ability” ? “MathematicsDisorder” implies a stable cognitive root, not achievement or mastery which is subject to education and environment.
7. The National Numeracy Strategy DfES (2001) Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence
8. Key Features (1) “acquire” emphasises acquisition rather than carrying out arithmetic procedures. “difficulty understanding simple number concepts, lack an intuitive grasp of numbers” placing understanding at the core of dyscalculia
9. “A lack of a true comprehension or understanding of maths will be a key characteristic of dyscalculic people” Chinn S. (2006) Key Features (2) “Learning number facts and procedures” : more dyslexia related?
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12. DysCalculiUMTrott and Beacham A first-line screening tool for dyscalculia To be published by Iansyst (June 2010) Aimed at adults 16+ Focus on Understanding Mathematics Used with an appropriate DI Identify “at risk”, refer to formal assessment Profile of strengths/weaknesses 12
37. Number Lines and Graphs Number line Extend to 2-D Moving axes Apply to Correlation Sales forecasting (interpolation) 35
38. Time and Scheduling A small airline, based at LHR, serves two cities: Oslo and Helsinki. The flying time to Oslo is 21/4 hours and to Helsinki is 3 hours. There should be 3 return flights a day to each city and the turn-round time must be at least 40 minutes, but not more than 1 hour. Construct a schedule.
40. 07.00 14.00 18.00 07.00 10.00 16.00 L 12.00 15.00 21.00 10.15 17.15 21.15 13.45 16.45 22.45 12.45 19.45 23.45 H O 12.45 15.45 21.45 11.00 18.00 22.00
41. Dyscalculia: The Way Forward There is an urgent need for: Effective screening and assessment An understanding of student support needs With appropriate support the dyscalculic student can move forward and succeed.
