Using case-studies and analysis, this book shows how the needs of dyslexic children at various ages and levels differ, and presents alternative strategies and approaches in dealing with their specific problems.
Dyslexia is seen primarily as a limitation in the ability to deal with symbolic material. As far as the symbols of mathematics are concerned, therefore, special teaching techniques are needed, just as they are for the teaching of reading and spelling. In Dyslexia and Mathematics the six contributors draw on many years' experience of teaching dyslexic children of all ages. There is a wealth of material about individual cases, and the necessary technicalities are always clearly explained. Two central themes are discussed: first, that dyslexics need to carry out the operations of adding, dividing, and so on, before being introduced to the symbolism; and second that, because of their difficulties with rote learning, they need to be shown the many regularities and patterns which can be found in the number system.
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Tim Miles is Emeritus Professor of Psychology at the University College of North Wales, Bangor and Elaine Miles is Course Advisor on Teacher Training at the College's Dyslexia Unit
Table of Contents
1.Some Theoretical Considerations Tim Moles 2.Individua Diagnosis and Cognitive Style S.J. Chinn 3.Linking Language to Action Mary Kibel 4.Reading and Writing in Mathematics Elaine Miles 5.Difficulties at the Secondary Stage Anne Henderson 6.The Use of Structured Materials with Older Pupils Tim Miles 7.The Use of Patterns S.J. Chinn and J.R. Ashcroft 8.An Overview Elaine Miles
Dyslexia and Mathematics by Edited by Tim Miles
Edited by Tim Miles
Used - Very Good
Taylor & Francis Ltd
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