Dyslexia and Maths

Kay, Julie; Yeo, Dorian

doi:10.4324/9780203459478

Cited by 7 publications

(3 citation statements)

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“…Students need to spend time becoming familiar with various number patterns and with a base of ten and a place value structure. They need to have an understanding of the principles of abstract mathematics (Kay & Yeo, 2003). Therefore, the LKPD considers student activities in understanding abstract concepts through learning activities.…”

Section: Discussionmentioning

confidence: 99%

Learning for Children with Special Needs of Dyscalculia

Azhari

Yacoeb

Irfan

2020

jip

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This study aimed to develop mathematics learning tools to help children with special needs of dyscalculia in elementary school. The procedural development of the device was through a 4-D model consisting of four phases; defining, designing, developing, and disseminating. However, based on the research objectives, this development was limited only to the development stage (develop), which is to the learning device testing activities. So the development of learning tools in this study consisted of three main stages, namely: defining, designing, and development. The results of this study illustrated that learning devices for children with dyscalculia learning disorders could help children more easily deal with learning difficulties. Specifically, it is on the topic of sequencing numbers, addition, and subtraction of integers.

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Section: Discussionmentioning

confidence: 99%

Learning for Children with Special Needs of Dyscalculia

Azhari

Yacoeb

Irfan

2020

jip

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“…‫في‬ ‫بصعوبات‬ ‫تتميز‬ ‫عصبي،‬ ‫بيولوجي‬ ‫أصل‬ ‫ذات‬ ‫تعليمية‬ ‫إعاقة‬ ‫بأنها‬ ‫تعرف‬ ‫كما‬ ‫الصعوبات‬ ‫هذه‬ ‫تنتج‬ ‫ما‬ ‫عادة‬ ‫التشفير،‬ ‫وفك‬ ‫التهجئة‬ ‫ات‬ ‫قدر‬ ‫وضعف‬ ‫بدقة،‬ ‫الكلمات‬ ‫على‬ ‫التعرف‬ ‫ات‬ ‫بالقدر‬ ‫يتعلق‬ ‫فيما‬ ‫متوقع‬ ‫غير‬ ‫يكون‬ ‫ما‬ ‫ا‬ ً ‫غالب‬ ‫الذي‬ ‫و‬ ‫للغة،‬ ‫الصوتي‬ ‫المكون‬ ‫في‬ ‫عجز‬ ‫عن‬ ‫األخرى‬ ‫المعرفية‬ (Fletcher et al, 2018) . ‫اءة:‬ ‫القر‬ ‫صعوبات‬ ‫مظاهر‬ ‫صعوبات‬ ‫على‬ ‫الدالة‬ ‫ات‬ ‫المؤشر‬ ‫و‬ ‫المظاهر‬ ‫بخصوص‬ ‫الباحثين‬ ‫نظر‬ ‫وجهات‬ ‫تختلف‬ ‫ات:‬ ‫المؤشر‬ ‫هذه‬ ‫ومن‬ ‫اءة،‬ ‫القر‬ 1 -‫ة‬ ‫وفتر‬ ‫العقلي‬ ‫لعمرهم‬ ‫بالنسبة‬ ‫متوقع‬ ‫هو‬ ‫عما‬ ‫اءة‬ ‫للقر‬ ‫التحصيلي‬ ‫المستوي‬ ‫في‬ ‫التفاوت‬ ‫في‬ ‫وصعوبات‬ ‫التسلسل،‬ ‫وصعوبات‬ ‫العاملة،‬ ‫ة‬ ‫الذاكر‬ ‫وضعف‬ ‫بالمدرسة،‬ ‫اجدهم‬ ‫تو‬ ‫السمعية،‬ ‫اكية‬ ‫اإلدر‬ ‫ة‬ ‫الذاكر‬ ‫وضعف‬ ‫اللفظي،‬ ‫ابط‬ ‫التر‬ ‫وضعف‬ ‫اللغة،‬ ‫انب‬ ‫جو‬ ‫من‬ ‫العديد‬ ‫المكاني‬ ‫البصري‬ ‫الضعف‬ ‫و‬(Kay & Yeo, 2003;Reid, 2005) .…”

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اليقظة العقلية والعبء المعرفي لدى التلاميذ ذوي صعوبات القراءة والعاديين (دراسة ارتباطية مقارنة)

البهنساوي,

حسب الله,

عبد الحليم

2023

مجلة الإرشاد النفسي

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“…So the learning tools are designed to intervene students with comorbid Dyscalculia-Dyslexia with various mathematical activities and consider student activities in understanding abstract concepts through their learning activities. Moreover, they need to understand abstract mathematical principles(Kay & Yeo, 2003) through concrete and real learning activities.Mainly, to be able to explain numbers, students must understand how numbers consist of patterns and structures. Students need to become familiar with various number patterns and a base of ten and a place value structure.…”

mentioning

confidence: 99%

The Development of Learning Tools for Students with Comorbid Dyscalculia-Dyslexia

Azhari

Safrina

2022

jip

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This study aimed to develop learning tools to help children with learning disabilities of comorbid dyscalculia-dyslexia. The learning tools were developed using the 4D model. Each stage of development was conducted based on the materials focused on in this research, namely the topics of recognizing and understanding numbers, sorting numbers, and operating numbers. This study involved 280 students, ages between 7 and 8 years old, from four elementary schools. Students took a series of tests, and 11 students were found with comorbid dyscalculia-dyslexia. The results of this study provided an overview related to the learning tools developed, tested, and implemented in mathematics learning for students with dyscalculia and dyslexia. This finding was indicated by the analysis results of recognizing numbers, sorting numbers, and operating numbers using paired-sample t-tests (p< 0.05). The results showed increased students' essential mathematics ability based on the pretest and posttest scores.

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Dyslexia and Maths

Cited by 7 publications

References 0 publications

Learning for Children with Special Needs of Dyscalculia

Learning for Children with Special Needs of Dyscalculia

اليقظة العقلية والعبء المعرفي لدى التلاميذ ذوي صعوبات القراءة والعاديين (دراسة ارتباطية مقارنة)

The Development of Learning Tools for Students with Comorbid Dyscalculia-Dyslexia

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