Dyscalculia : action plans for successful learning in mathematics
- Hannell, Glynis.
- 2nd ed.
- London ; New York, NY : Routledge, 2013.
- Physical description
- viii, 126 p. : ill. ; 30 cm.
RJ496 .A25 H36 2013 F
- Unknown RJ496 .A25 H36 2013 F
- Includes bibliographical references (p. -124) and index..
- Section 1: Introduction to dyscalculia 1. Understanding dyscalculia Section 2: Effective teaching - Effective learning 2. The biological basis of learning 3. Making mathematical connections 4. Assessment 5. Individual differences and mathematics 6. Confidence and mathematics Section 3: Understanding the number system 7. Introduction to understanding the number system 8. Counting 9. Understanding the base 10 system 10. Understanding place value in written numbers 12. Order of magnitude of numbers and their relationship with each other Section 4: Understanding operations 13. Dyscalculia and operations 14. Understanding algorithms 15. Addition 16. Subtraction 17. Multiplication 18. Division 19. Learning number facts Section 5: Measurement and rational numbers 20. Measurement 21. Rational numbers Section 6: Teacher resources Parent information sheets Questionnaires.
- (source: Nielsen Book Data)
- Publisher's Summary
- Based on expert observations of children who experience difficulties with maths this book gives a comprehensive overview of dyscalculia, providing a wealth of information and useful guidance for any practitioner. With a wide range of appropriate and proven intervention strategies it guides readers through the cognitive processes that underpin success in mathematics and gives fascinating insights into why individual students struggle with maths. Readers are taken step-by-step through each aspect of the maths curriculum and each section includes: * Examples which illustrate why particular maths difficulties occur * Practical 'action plans' which help teachers optimise children's progress in mathematics This fully revised second edition will bring the new research findings into the practical realm of the classroom. Reflecting current knowledge, Glynis Hannell gives increased emphasis to the importance of training 'number sense' before teaching formalities, the role of concentration difficulties and the importance of teaching children to use strategic thinking. Recognising that mathematical learning has a neurological basis will continue to underpin the text, as this has significant practical implications for the teacher.
(source: Nielsen Book Data)
- Publication date
- Glynis Hannell.
- Previous ed.: 2005.