Dyscalulia

Diana's assignment 2.
=What is Dyscalulia?=

Although there is on-going debate about the precise nature of dyscalculia, the Department for Education and Skills (2001) describes dyscalculia as:
= ‘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.’ This quote is taken from Teaching Expertise at http://www.teachingexpertise.com/articles/responding-needs-pupils-dyscalculia-370 =

= **Symptoms of Dyscalculia** from **//Have you ever heard of a learning disability called Dyscalculia?//** at [|http://www.as.wvu.edu/~scidis/dyscalcula.html]= · Students have difficulty aligning numbers into proper columns. · Students have trouble with sequence, they read numbers out of sequence and do operations backwards. · Students have difficulty with word problems and confuse similar numbers and have difficulty using a calculator. · Students may be chronically late to class. · Students have inconsistent results in addition, subtraction, multiplication and division. They have problems with money and finances and cannot budget. · Students are unable to remember math concepts, rules formulas, order of operations (sequences) and basic addition, subtraction, multiplication and division fact. · Students cannot comprehend mechanical processes. Students with any difficulty in mathematics may have dyscalculia but may not need special education. Students with dyscalculia have difficulty visualizing so they find it difficult to see the numbers and symbols and may mix up numbers on a test. Students have trouble sequencing and cannot remember formulas. Research has shown that 50% of the students who have been diagnosed with dyscaculia also have parents or siblings with math difficulties.

· Use graph paper for students who have difficulty organizing ideas on paper. · Work on finding different ways to approach math facts; i.e., instead of just memorizing the multiplication tables, explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32. · Practice estimating as a way to begin solving math problems. · Introduce new skills beginning with concrete examples and later moving to more abstract applications. =**Technology for Math help**= = The **MathXpert** from Microcontroller Pros Corporation is a tutorial which can be used for students in Algebra I through Calculus. It costs $49.95 for a single CD-rom and $700.05 for an Algebra lab license. The web page it can be found on is []. = = The **Mathpad** from Intellitools is a tool that can be used directly on a computer. It helps students who have difficulty with organization line up the numbers. A single pad costs $79.95. A five pack costs $320.00 and can be found at [] = = The **Talking Calculator** is a software program available on CD for $16.49 available through SWREG Digital River at [] =
 * Strategies** from LD Online at []

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