Students with Dysсаlсuliа Essay Example

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STUDENTS WITH DYSСАLСULIА 8

Students with Dysсаlсuliа

Students with Dysсаlсuliа

Introduction

There are some learning disabilities that affect students which may often be overlooked by both teachers and parents. Such disabilities can potentially make children develop problems related to their behavior due to frustrations. This paper seeks discuss to discuss Dyscalculia and the appropriate strategies teachers can apply when dealing with first through third grade dyscalculic students.

Dyscalculia refers to extreme challenges in understanding maths in a learner and is inclusive of all maths related issues ranging form challenges in comprehending the actual meaning of numbers to being unable to use mathematical principles to solve math problems. For that reason, addressing the issues of learning disabilities among learners early enough would help address the issue effectively. Dyscalculia is one of the learning disorders that affect students in a number of ways such as the inability to count and memorize arithmetic’s facts, having minimal number sense, dislike of mathematics and avoidance behavior. Dyscalculia is such a debilitating and common numerical and maths disability that makes learners unable to realize their full potential in developing numeracy and arithmetic skills. However, teachers can help students to develop a positive attitude towards this important subject through an all inclusive curriculum and lessons that ensure the math’s subject is as interesting as possible (Adler, 2009).

Teacher interventions

Teachers can help learners with dyscalculia through the use of strategies that make mathematical lessons positive to promote a sense of liking for the math subject in such students. Some of the strategies the teacher may use to make learning easier for dyscalculic students include allowing the learners express themselves about how to solve problems, review of the previous lessons before introducing new skills, ensuring Dyscalculic learners are provided with a list of mathematical formulas, the use of other teaching aids that are manipulative such as blocks and coins (Light & DeFries, 2008).

Children who suffer from dyscalculia are often aware of being poor in math as compared to their colleagues. Indeed, they express little interest in math’s lessons and feel highly discouraged due to the constant failure they experience increasing their anxiety. Therefore, it is evident that teachers can change the presentation of the math’s lessons by ensuring it is as inspiring and exciting as possible and change the attitude that mathematics is boring that characterize most learners (Light & DeFries, 2008). Teachers should make learners understand that mathematics is a constituent of life and cannot be ignored
since our daily lives are subject to calculations and other arithmetical decisions that must be handled. In fact, mathematics holds much weight compared to other subjects and thus all learners regardless of their abilities must be taught to appreciate this subject. It is therefore the responsibility of teachers to develop educational curriculum that focuses on mathematics as a subject and putting into consideration dyscalculic learners to ensure that the are inspired and their self esteem is enhanced with pleasant mathematical lesson experiences at all times.

The teacher must therefore be creative enough in adopting the most appropriate strategies especially in creating separate worksheets for both work and number problems while at the same time paying close attention to such learners at all times. More space to write and solve problems for such learners allows them to express themselves freely and the teacher can evaluate their level of understanding. However, these strategies may vary from one learner to another and accounting for their individual strengths, weakness, and needs must be prioritized before applying the established strategies (Landerl & Butterworth, 2014).

Challenges faced by Dyscalculic students

Dyscalculic students spend more mental energy in an attempt to understand mathematics and they often need additional help from their teachers and possibly other special educators. The teachers handling such learners must therefore use different approaches to ensure the earners do not tire quickly but persistently help them despite being slow and often requiring extra time. Such learners should be accorded extra time and given personalized work based on their level or learning grade to encourage and inspire them. Research has evidenced that dycalculic individuals can potentially be very brilliant if supported adequately making great improvements in their understanding of math’s. Some additional strategies may include provision of differentiated work, exercising patience with the learners, reinforcement, provision of rewards, encouragement and praise in the classroom, and the use of concrete teaching materials.

Additionally, a deeper understanding of the student’s challenges by the teacher would be a critical part in avoiding the spending of too much time emphasizing on arithmetical facts that may sound unpleasant to the affected learners. The use of such entertaining methods such as card games would serve to help the learners have fun and enjoy math lessons. More over, such an approach reduces frustrating and discouraging experiences for learners with dyscalculic disorder (Landerl & Butterworth, 2014). It is therefore worth noting that this learning disorder can be remedied and makes great math’s enthusiasts if the best teaching approach is adopted by educators and such learners accorded the necessary support. Learning must happen in a tight system of appropriately sequenced platform, as in the using ideas, dialect, images, and operations framework. The learner and educator must work together to ensure the relief of dyscalculic inclinations that hinder mathematical breakthrough. Fitting philosophy must be utilized and every day activities performed to accomplish a working scientific handling workforce. Dyscalculia is a cognitive debilitation in the capacity to understand mathematics and its related concepts. It is therefore notable that such learners can improve given the appropriate support by their teachers through the use application of methodologies that can sustainably support their math’s learning skills.

Math’s curriculum content improvement

It is important for the teachers to improve the curriculum content in mathematics especially for the first through the third grade for learners with dyscalculia to ensure they develop interest for this important subject. There are some general elements of focus that are essential to these learners that a teacher should observe; putting emphasis and focus on the understanding particularly of quantity would help the learners appreciate improvements and progress in mathematics (Landerl & Butterworth, 2014). The teacher should seek to provide concrete teaching materials especially in linking mathematical with symbols to quantifiable figures. In addition, the curriculum should ensure the learners are progressively introduced into new concepts comfortable at their specific grades in order for them to experience success and gradually be able to tackle areas that are more challenging.

The teacher should also ensure enough practicals are availed to the learners particularly when introducing new concepts and mathematical skills. It is also evident that dyscalculic learners experience difficulties in memorizing and the teacher should purpose to reduce memorization and this should be avoided during the initial stages to prevent dislike of a given concept or formula. Students suffering from dysycalculia must constantly remain engaged during teaching and actively involved through fun activities during mathematical lessons.

Shortcomings in a learner’s capacity to reason and think sensibly can bring about

significant troubles in numerical execution. It can prompt issues separating between fundamental

Mathematical capacities, for example, increase division, expansion and subtraction; it can meddle with a student’s capacity to pick elective methodologies in critical thinking, and it can meddle with a student’s capacity to exchange and apply abilities to new issues affecting life in general. Therefore, learners with dyscalculia must be identified, understood, and accorded the necessary support to improve their performance and their overall experiences with maths and mathematical facts that are an essential part of daily living (Landerl & Butterworth, 2014).

The ensure accommodation of dyscalculic students or memory disability some tools may be applied by the educators such as reference charts, use of symbols, untimed tests, review activities and open book evaluation (Light & DeFries, 2008). In addition, the teacher must have a deeper understanding in the identification and reduction of all learner tendencies inclined towards dycalculic behavior. Daily and regular exercises using the right approach must be performed to accomplish a workable mathematical processing ability amongst all learners. Therefore, depending on the learners grade, the teacher must appropriate introduce math’s concepts from simple to complex ones gradually without over emphasize on mathematical facts that often leave the dyscalculic learner discouraged. A curriculum ought to present learning information successively, in little pieces instantly followed with opportunities to control, demonstrate, apply, practice and digest the ideas. Such projects will track advancement and authority of the educational programs and will not permit progression without essential dominance. Credit ought to be given for fruition of the built up educational programs. All math courses are tackled on a failure or pass premise but emphasis should be given to according all learners an opportunity to learn math and achieved success in the long run (Butterworth, 2012).

Conclusion

In conclusion, the contemporary world demands that individuals can process and solve arithmetic issues using many technological applications being used to achieve solutions and provide answers to many issues. Technological advancement has increased the rate at which numerical problems can be solved and therefore learners are inspired to develop interest for the math’s subject especially those with dyscalculia disorder to ensure effective quantitative learning among learners is developed across the educational period. Understanding and recognizing learners who are dyscalculic is very important to ensure they are accorded the necessary help in math and progress gradually in their education. On the other hand, having educators that ensure an appropriate curriculum not only boosts efforts to help learners with this disability but also adequately accommodates in the classroom. Indeed, Dyscalculia can basically attribute to shortcomings in one or several skill skills such as reasoning, memory as well as logical thinking. Disability in math’s can also related to math anxiety making students fear math is affecting the lives and other important problem solving issues.

References

Adler, B. (2009). What is Dyscalculia? Retrieved from http://www.dyscalculiainfo.org/What%20is%20dyscalculia%20-%20B%20Adler.pdf

Landerl, K, Bevan, A., & Butterworth, B. (2014). Developmental Dyscaculia and Basic Numerical Capacities: A study of 8-9 year old Students. Retrieved from http://www.mathematicalbrain.com/pdf/LANDETAL.PDF

Butterworth, B. (2012). Screening for Dyscalculia: A New Approach. Retrieved from http://www.mathematicalbrain.com/pdf/SENAPPT.PDF

Light, J. G. & DeFries, J.C. (2008). Comorbodity of Reading and Mathematical Disabilities: Genetic and Environmental Etiologies. Retrieved http://deepblue.lib.umich.edu/bitstream/handle/2027.42/68572/10.1177_002221949502800204.pdf