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Overcoming Dyscalculia and Difficulties with Number
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Overcoming Dyscalculia and Difficulties with Number

Second Edition
Additional resources:


192 pages | SAGE Publications Ltd

This practical book draws on Ronit Bird’s teaching experience to create detailed strategies and teaching plans for students aged 9-16 who have difficulties with number. Activities and games are used to teach numeracy skills in these key areas: number components, bridging, multiplication, division and reasoning strategies.

 

New to this edition:

  • An updated Part I, improving the clarity and flow of the teaching ideas, including a table mapping games against specific teaching points

  • More activities and guidance for multiplication and division

  • A new Part V, consolidating new and existing teaching games in one place

  • 4 new videos added to the online resources

This is an ideal resource for class teachers, SENCO (Special Educational Needs Co-ordinator) and maths subject leader, and is equally useful for teaching assistants and learning support assistants.

 
Part I: Stop Counting in Ones
 
Chapter 1: How to help pupils stop counting in ones
 
Part II: The Bridging Technique
 
Chapter 2: Pre-skills for learning the bridging technique
 
Chapter 3: Bridging through 10
 
Chapter 4: Bridging through multiples of 10
 
Part III: The Area Model of Multiplication and Division
 
Chapter 5: Pre-skills for the area model of multiplication and division
 
Chapter 6: The area model of multiplication and division
 
Chapter 7: Making the transition from the area model to standard written algorithms for short and long multiplication
 
Chapter 8: Making the transition from the area model to standard written algorithms for short and long division
 
Part IV: Reasoning Strategies
 
Chapter 9: Reasoning Strategies
 
Part V: Games Collection

Ronit Bird

Ronit Bird is a teacher whose interest in pupils with specific learning difficulties began with a focus on dyslexia. She qualified as a teacher at London University and subsequently gained a further qualification as a specialist teacher of learners with SpLD. While working with dyslexic pupils in a mainstream school, Ronit started to develop strategies and teaching activities to help support the learning of pupils who were experiencing difficulties in maths.Ronit has taught in both primary and secondary settings, and has worked as a SENCO in both the independent and state sectors. As part of the Harrow Dyscalculia Project in 2006–2010,... More About Author