The Teaching of Maths to Students with Dyslexia: A Teachers' Perspective

Walker, ZM; Mohamed, Huda SharfEldeen Eltaher; Rosenblatt, Kara

doi:10.3850/s2345734116000284

“…Additionally, the incidence of anxiety and depression in children with dyslexia is also higher than in typical children, with more negative behaviours, higher suicide rates and increased antisocial behaviours (Abd Rauf et al 2018). Muhamad et al (2016) support that 'teachers enjoy teaching maths to students with dyslexia but find that adequate training, teaching experience, and exposure to multiple teaching strategies are required for success'. According to Macrae et al (2003), the student may also have difficulty with numerical facts, retrieving the theorems and the formulas that are needed and even more with mathematical relationships.…”

Section: Introductionmentioning

confidence: 94%

Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students

Malliakas

¹

,

Jiménez–Fanjul

²

,

Marín-Díaz

³

2021

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The main purpose of this study was to investigate the effectiveness of an intervention strategy in teaching mathematics based on a board game, using the curriculum of mathematics in Greece, called Adapted Analytical Programs (A.A.P.). This research was conducted on secondary students in Greek General Schools over a period of five weeks. One hundred and twenty-four 12-to-13-year-old dyslexic students participated in the study. A pre-test and a post-test with exercises in the chapter of fractions were used to assess the improvement in students’ performance. The assessment showed that this intervention strategy improved dyslexic students’ performance. Τhe results of the research indicate that integrating a board game adapted to mathematics into the secondary school curriculum could have positive effects on dyslexic students.

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“…A study carried out by Muhamad, Walker, and Rosenblatt (2016) explored the difficulties tutors faced when teaching learners with dyslexia mathematics, and it was found that the teachers enjoyed teaching them arithmetic; however, inadequate training, minimal teaching experience, and minimal exposure to multiple teaching approaches was a hindrance.…”

Section: Research Studies Done On Dyslexiamentioning

confidence: 99%

The Impact of Dyslexia in Understanding Mathematics and Career Prospects in Kenya. Review of Literature

Wang’ang’a

2023

East Afr. j. interdiscip. stud.

0

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This article probed into the impact of dyslexia on the comprehension of mathematics and future career opportunities. It explored the characteristics, evaluation, origins, physiological aspects, hurdles, tactics for intervention, and suggestions regarding dyslexia. The article also revealed that the worldwide prevalence of dyslexia displayed variation due to differing definitions of dyslexia, varying diagnostic tests, diverse age groups, geographical settings, and languages spoken. Globally, dyslexia’s prevalence ranged from 15% to 20%. Specifically, in a primary school in Nairobi, Kenya, the prevalence among 7 to 9-year-olds was 7.49%. The article emphasised the necessity for early identification to enable timely intervention and support, underscoring the significance of mathematics as a determinant of career prospects in Kenya. Dyslexia arises from environmental, hereditary, or cognitive factors, either individually or in combination. The study also highlighted that nearly 90% of the research was published in medical, neuropsychological, or psychological journals, whereas only 6% appeared in educational journals. Dyslexia affects individuals in various ways, mainly impacting their reading and writing skills. Learners with dyslexia struggle with grasping abstract concepts, leading to difficulties in recalling words. They might reverse letters and read words in a mirrored manner, exacerbating their challenges in comprehending texts and subsequently hindering academic progress. The article proposed several teaching approaches for individuals with dyslexia in the realm of mathematics, including task analysis, multisensory methods, and a field-dependent approach

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“…Additionally, the incidence of anxiety and depression in children with dyslexia is also higher than in typical children, with more negative behaviours, higher suicide rates and increased antisocial behaviours (Abd Rauf et al 2018). Muhamad et al (2016) support that 'teachers enjoy teaching maths to students with dyslexia but find that adequate training, teaching experience, and exposure to multiple teaching strategies are required for success'. According to Macrae et al (2003), the student may also have difficulty with numerical facts, retrieving the theorems and the formulas that are needed and even more with mathematical relationships.…”

Section: Introductionmentioning

confidence: 99%

The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems

2022

0

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The Teaching of Maths to Students with Dyslexia: A Teachers' Perspective

Cited by 3 publications

References 22 publications

Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students

Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students

The Impact of Dyslexia in Understanding Mathematics and Career Prospects in Kenya. Review of Literature

The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems

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