Helping Children with Dyscalculia

Document Type:Thesis

Subject Area:Education

Document 1

There are various stages involved in research, the preliminary stages are known as the exploratory research phase, it encompasses the hypothetical and theoretical ideas of the research. After the preliminary stages, the descriptive research design is applied to give details about the methodology that is to be applied as well as the rationale for collection of data. It aids to guide the intended users to understand the need for the exploratory phase as well as the choice of research methods picked. The final phase involves the explanatory research process. In every research, there are always the statistics and figures that are derived at the end of the study. Study questions guide the stages of inquiry that will be undertaken in the research process and helps the researchers in finding the right answers to problems that they seek to resolve.

Sign up to view the full document!

In essence, when researchers have a clear idea of what they want to study, the research questions form the most important first active step in the research process. It is advisable to formulate research questions that cover the entire scope of the intended research field that way by answering all the questions the researchers are able to conclusively come up with answers that are credible, all-inclusive and practically viable to be applied to mitigate a challenge that was being researched. From the various research works carried out on the arithmetic challenge Dyscalculia, there were various research questions that were raised by the researchers whose attempt to answer helped the researchers formulate the research methods employed, the data collection strategies and finally give appropriate recommendations of how to mitigate some of the barriers that affect Dyscalculic learners.

Sign up to view the full document!

Some of the research questions formulated include; what is dyscalculia? the researchers intended to find out the true meaning of the challenge so that they could be able to know exactly what they were dealing with. If the challenge affects a huge population, it would be prudent to expand the scope of the study to formulate an all-inclusive research sample. However, where the prevalence was low even the study population was bound to be low but still provide a comfortable research cluster. After determining the research cluster it was important for the research to ask themselves what are some of the major ways and techniques that could be used to assess the assess the problem? By so doing the researchers were able to come up with methods and evaluation techniques that would be used to study the challenges as well as measures to apply in a bid to correct the dyscalculic challenge.

Sign up to view the full document!

Finally; the researchers needed to ask themselves what are some of the working strategies that could be applied to help learners with dyscalculic challenges? This last question would help the researchers come up with concrete working solutions after carrying out test experiments and other various learning tests on the students with dyscalculic challenges. By answering the question, the researchers would give the much-needed solutions to their intended research users on how to handle children with dyscalculic disorders as well as provide ways in which they can be helped to improve the ability to handle mathematical challenges in their learning process. After the confirmation, the students were evaluated using the catch-up numeracy assessment tools. Fifteen-minute sessions using the catch-up system were applied and the total number of sessions was twenty.

Sign up to view the full document!

Thereafter post-assessment was carried out and the findings released. Another study carried out was done on a single individual. The subject named Layla was picked and assessed on three disorders namely dyscalculia, dyslexia and dyspraxia. However, she was on the verge of repeating her fourth grade if she did not pass her mathematical tests. In a certain isolated incident, she had missed going on a tour due to her poor mathematical skills ad displayed signs of hysteria when she was unable to remember her phone number to call her parents. Clearly, the subject’s inability to coordinate numerical information is a clear sign of dyscalculia disorder. The research tells that there is a high possibility of a person high intelligence levels to suffer from the arithmetic condition of dyscalculia like in the case of Katrina.

Sign up to view the full document!

From the above research backgrounds, the authors of the research work documented here depict some form of findings that are uniquely related as well as linked to the dyscalculia disorder. On the other hand, the qualitative type of individuals is visual individuals. They tend to learn better through pictures as opposed to wordings. In a nutshell, they have the holistic learning tendency. They, therefore, see the bigger picture and are generally not keen on the sequences or in parts. As a result, they tend to skip out on some details and develop new techniques for problem-solving. Most children are found to have a handicap in mathematics rather than being slow learners. The only consistent definition is the persistent inability to learn numerical facts.

Sign up to view the full document!

Furthermore, dyscalculia of number blindness is extremely rare. The Dyscalculia Screener computer program is inconsistent with its diagnosis. Some children tested by the machine were diagnosed as having dyscalculia but it was later discovered they suffer from dyslexia. Children had difficulties with understanding numerical symbols rather than context. One to one teaching effectiveness is high in low achieving six-year-olds. Open-ended investigations greatly aid low expectations children while those with more specific difficulties need structured support. Children who appear dyscalculic lacked abilities in early numerical counting, which should have been learned long ago and which can be solved by teaching. Positive teacher expectations, that mathematics can be learned by all children increases effectiveness. Instructors find the following interventions techniques helpful in aiding dyscalculic learners and those who have arithmetic difficulties.

Sign up to view the full document!

A good intervention is one that looks at the learner’s specific problem in their unique situations. The first strategy is the treatment of mathematical anxiety. Most learners suffer from this problem thus impairing their ability to grasp mathematical skills. Low achievers are most prone to this and instructors should make sure the classroom environment is free from any ridicule or punishment for incorrect answers. Instructors should carefully review the lesson plan before beginning teaching. A good technique is initially using concrete objects and ideas and gradually moving towards abstract ideas. Instructors should deconstruct the skills into smaller bits and present them to learners step by step. Continual short reviews are more beneficial to learners than a single low review before an examination.

Sign up to view the full document!

New techniques should be introduced alone but later integrated into the general lesson and real-life situations. Instructors should use these journals to present signs and symbols and stress their meaning rather than memorization. Some learners may need to listen to the terms and skills be presented orally so as to understand better. Instructors should, therefore, conduct both individual and group presentations to aid the learners with difficulties in grasping written information. Instructors may have difficulties in explaining the arithmetic terms to all the learners. Furthermore, learners with mathematical disabilities may reduce the speed of learning in class. Instructors should involve other stakeholders of the learners’ welfare if they suspect the problem is larger than it seems. This will help in diagnosing the learner and coming up with appropriate remedies.

Sign up to view the full document!

It is difficult to create an environment for learners to have assessments. Moreover, some learners may not grasp the context of the test and thus fail. The panel of experts consulted may focus on labeling the learner’s disability rather than coming up with an action plan that concentrates on the areas of the learner’s difficulty. Furthermore, the instructors may use wrong tools not suitable for learners with arithmetic difficulties. Lesson Plan This is a lesson plan that specifically deals with learners suffering from dyscalculia in Singapore. This lesson plan conforms to the rules and guidelines provided by the National Council of Teachers and Mathematics. It is specially crafted to include the needs of learners with disabilities without neglecting other learners in the class.

Sign up to view the full document!

An example of a lesson plan is as follows; 1. Alignment with IEP:. Students are being introduced to the forms and shapes of numbers one to ten so as to easily recognize them in written form. Rationale: students at this level should be able to count and recognize the numbers one to ten before being introduced to the concept of addition. Assessment of Student Learning: ask students to state the numbers they know of. Limit the number to ten. Demonstrate on the board how to plan the beads in numerical order and have the learners copy you. Assign numbers one to ten to each member of the group and have each recite his or her number in an ascending order. Guided Practice: the teacher will give the students number lines with missing numbers on the B.

Sign up to view the full document!

B. and make them fill it with the missing digits. Wadlington. I selected this journal as it provides a step by step process on the intervention techniques used to help dyscalculic children. The lesson plan incorporates the intervention technique of general instructions as each learner is involved in the lesson. Furthermore, it helps all learners grasp the idea of numbers without any difficulties. The poem at the end will reinforce the order of numbers to the learners and also removes mathematics anxiety as it portrays math as fun. In addition, the interventions fall into regulations and guidelines of the curriculum set by the National Council of Teachers of Mathematics. These guidelines safeguard the needs of all learners and help in advocating that all students can learn mathematics.

Sign up to view the full document!

From $10 to earn access

Only on Studyloop

Original template

Downloadable