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Identifying, Assessing and Supporting Learners with Dyscalculia
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Identifying, Assessing and Supporting Learners with Dyscalculia

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July 2020 | 368 pages | SAGE Publications Ltd

It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics. 

The book provides:
 
• an overview of current research explaining the nature and causation of dyscalculia
• guidance on the identification of dyscalculia
• examples of how to carry out informal and formal assessments
• an explanation of the principles of multisensory mathematics teaching
• an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities.

Designed for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.

 
Introduction
 
Part I: Dyscalculia and Mathematics Related Difficulties: Setting the Context
 
Chapter 1: The Nature of Dyscalculia
 
Chapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related Difficulties
 
Chapter 3: The Role of Memory in Learning Mathematics
 
Chapter 4: Cognitive Processing Difficulties (and Abilities)
 
Chapter 5: Mathematics Anxiety
 
Part II: Identification and Assessment of Dyscalculia
 
Chapter 6: Screening Procedures
 
Chapter 7: Assessment of Memory
 
Chapter 8: Assessment of Basic Number Skills
 
Chapter 9: Assessment of Cognitive Thinking Style in Mathematics
 
Chapter 10: Assessment for Visual Stress
 
Chapter 11: Writing an Assessment Report on Mathematics Related Difficulties
 
Part III: Planning an Intervention for Learners with Mathematics Difficulties
 
Chapter 12: Models of Mathematical Development
 
Chapter 13: Planning a Programme of Support
 
Chapter 14: Multisensory Mathematics Teaching and Lesson Planning
 
Chapter 15: Mathematical Vocabulary
 
Chapter 16: Developing Number Concept and Mathematical Relationships
 
Chapter 17: Deductive, Inductive and Abductive Reasoning
 
Part IV: Practical Teaching Examples
 
Chapter 18: Using Mathematical Models to Develop Relational Understanding
 
Chapter 19: Visualisation
 
Chapter 20: Problem-solving Approaches
 
Chapter 21: Linking Concepts to Everyday Events
 
Appendices
 
Appendix 1 (a) Digit Span Tasks
 
Appendix 1 (b) Visual Sequential Memory: Symbols
 
Appendix 1 (c) Visual-spatial Memory: Grids
 
Appendix 2: Outline of Programme (and Record Sheet)
 
Appendix 3 Solution to Algebra Problem (Grid Method)

Kelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge  base they need to support children effectively. 

Dr Helen Curran
Bath Spa University

A comprehensive, engaging and accessible book offering pertinent insights into the nature, identification and assessment of dyscalculia along with practical guidance on effective intervention. Essential reading for any professional who wishes to enhance their knowledge and practice in supporting learners who struggle with mathematics.

Dr Pamela Moffett
Stranmillis University College

This long awaited text books clearly explains the complexity of dyscalculia while providing practical guidance and helpful examples of how to support learners in the classroom.  Well written, accessible and full of practical ideas, it is an essential text book for anyone interested in supporting learners with SpLD. 

Rhiannon Packer
Cardiff School of Education and Social Policy

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Kathleen Kelly

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant in the field of specific learning difficulties. She was previously a senior lecturer at Manchester Metropolitan University in the Centre for Inclusion and Special Educational Needs. For several years she has taught courses on specific learning difficulties (dyslexia) to undergraduates as part of the initial teacher training programme in addition to postgraduate awards. She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and is Associate Member of the British... More About Author

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