Numeracy

Although not all dyslexic students have difficulty with maths there are still some aspects that they find difficult.

They may have difficulty:

• sequencing (times tables, months of the year, etc)
• reading maths questions
• understanding the language of maths and maths symbols

It is important that they are taught maths in a multi-sensory way.

They may need to continue using concrete aids such as Unifix bricks, Cuisenaire Rods and Numicon longer than their peers.

To learn maths successfully most of us and dyslexic individuals in particular, benefit from doing and seeing the maths.  This is done by using apparatus. 

We do not need to buy anything special, Lego can work very well, as can a box of straws.

1. Make sure that individuals are not only shown how to illustrate maths by using apparatus, but can do it for themselves and say what they are doing.
2. Where possible lay out apparatus to reflect the way we lay out the numbers that we use. For example: tens and units need vertical columns whereas fractions have numbers horizontally above/below each other.

                                      

                                                  

1. The learner needs to write down what is happening, using numbers alongside the apparatus.
2. The link between seeing doing, talking and writing is vital; time needs to be taken over this. It cannot be rushed.

Some dyslexic students find using a calculator difficult these student can be helped by using a talking calculator.

If a child's mathematical difficulties are more serious the student may have dyscalculia. Please go to this web site to learn more.

The numeracy section has been broken down into the following areas, please click on a subheading below or use the side navigation bar to go to an appropriate page.