SPECIAL NEEDS

WEEK 10

STRATEGIES FOR STUDENTS WITH

MATHS DIFFICULTIES
Defining Mathematical Symptoms of Mathematical
Difficulties. Difficulties
Dyscalculia: Severe difficulty in making Demonstrate slow or inaccurate recall of basic
arithmetical calculations, as a result of brain arithmetic facts; 
disorder. Answer problems impulsively, without
Around half of the students with dyscalculia inhibition; 
often suffer from dyslexia.  Have difficulty representing mathematical
concepts mentally; 
Math Anxiety: 
Have poorly developed number sense; and 
Cognitive: The cognitive dimension, labeled as
Have difficulty keeping information in their
“worry,” refers to concern about one's
working memory.
performance and the consequences of failure,

Affective: The affective dimension, labeled as Activities in the lesson

“emotionality” refers to nervousness and tension Dyscalculia Screener
in testing situations and respective autonomic Developed by Brian Butterworth, this screener
reactions allows teachers to observe dyscalculia in
students 7-14. 
Major Factors of non diagnosed mathematical
Mathematics Assessment interview
difficulties:
Tasks with concrete materials allowing
students to describe their thinking processes
- Ineffective Teaching
Discalculia Perspectives
- Complex Language
Addresses the implications of a life without a
- Symbols have been introduced too early: Lack
of Number sense true sense of numbers and their value. 
- Relationship of rational and whole numbers
(Fractions)
IMPLICATIONS OF
MATH DIFFICULTY
FOR TEACHING
Traditionally, students expected to remember
algorithms, rules & facts without thorough
understandings 

Constructivist approaches can only do so much,

partially relying on “incidental learning”

Effective teaching? Investigative activities,

explicit instruction that is teacher-directed,
and plenty of opportunities to practice.

Early intervention & identification will be

crucial, particularly in younger years

LONG TERM IMPLICATIONS STRATEGIES TO

Numeracy is a general capability, per the
Melbourne Declaration students cannot
MANAGE
engage or contribute to society without a CATERING FOR DIVERSITY
functioning sense of numbers and maths.
Direct teaching is essential for those with learning
difficulties (2013)
Global push through TIMSS testing and STEM 
General Class
Thorough planning and sequencing to enable
success
Discussion/sharing ideas and peer teaching or
assistance 
Differentiate by group levels or balance out in
tasks i.e. online searches, statistical
spreadsheets and ICT
Assessment
Extra time
Cheat sheets, times tables and charts to
support
Use of calculator except in computation 
More space on a page to write and solve
breakdown into sections 
Check frequently for understanding
Counting
Comparison of groups, total items vs ordering
of them 
Use physical objects, guide movements if need
be for particular disabilities (EA assistance) 

Gifted and Talented

Cater to their level/groups like you would
special needs
Strong PCK required (extra PD and
networking) 
References Prezi Extra curricular extensions i.e. Tournament of
Minds, Science and Engineering