Slide 1

Anne Henderson
University College, Bangor Wales

Slide 2

Specific Problems

Slide 3

Fractions Number line

Slide 4

Percentages

Slide 5

Aspects of Estimation

• Easy numbers

• Ignore decimal points

• Rough estimates

• Educated guess

• World of work

Slide 6

Basic Algebra

Slide 7

Aspects of Shape & Space

• Explore 2D & 3D

• Physical experience

• Use specific apparatus

• Create patterns

• Refine language

Slide 8

Aspects of Data Handling

• Discuss the problem

• Plan what data

• Reduce the data

• Interpretation of graphs

• Names on graphs

Slide 9

Some Reasons for Difficulties with Homework/ Assignments

• Extra concentration

• Books forgotten

• Reading time

• Written work

• Teacher-initiated statements

Slide 10

Classroom Strategies

• Clear instructions

• Help students understand why

• Books uncluttered

• Mark - quick intervention

• Inter-relate basic factss

• Avoid speed

• Revisit topics

• Point out patterns

Slide 11

General Strategies

• List of numbers

• Memory cards

• Four rules

• Computer skills

• Allow use of dictaphone

• Ensure spellings are visible

• New terminology

Slide 12

Maths Staff can help by:

• Syllabus, exam content and handing in dates

• Mathematical topic

• Encourage non-dyslexics to sit with dyslexics

• Oral instructions

• Study skills

• Good exam techniques

Slide 13

Revision Timetable

• Long term timetable

• Medium term timetable

• Short term timetable

• Three weeks before exam...

• Just before exam...

Slide 14

Summary

• West (1999) describes the dyslexic person as 'one who can see the unseen, understand patterns of incomplete information and comprehend the complex whole'.

• 'Specialists in many fields recognise the power of visual approaches. Dyslexia should be viewed as a difference not a deficit and strengths in visualisation should be utilised'.

• Words by the Waterboys,

'I saw the crescent, but you saw the whole of the moon'
may well refer to the processing style of dyslexics
(Reid & Kirk 2001).