Maths Support

Maths Support

At Yes @ Areté Learning Trust we aim to highlight the importance of effective observations and assessment to identify the underlying reason or reasons behind a maths difficulty. Not all maths difficulties are due to dyscalculia; they may stem from difficulties in other areas such as difficulties with visual perception, motor skills, memory or language.

 

Dyscalculia

Dyscalculia is a condition that affects the ability to acquire Mathematical skills. Dyscalculia learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures.

Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.

Dyscalculia is a heterogenic condition which affects 3-6% of the population.

 

Karagiannakis and Cooreman (2015) proposed a classification model of mathematical learning difficulties as:

  • Core number - difficulties in the basis sense of numerosity and subitising.
  • Visual-spatial – difficulties in interpreting and using spatial organisation and representation of mathematical objects
  • Memory – Difficulties in retrieving numerical facts and performing mental calculations accurately
  • Reasoning – difficulties in grasping mathematical concepts, ideas and relations and understanding multiple steps in complex procedures

Dyslexia and Maths

It has been identified that 50-60% of students with dyslexia have maths difficulties. It should be noted however that 10% of students with dyslexia can be extremely high achievers in maths.

  • Confusion between directional words
  • Sequencing difficulties – left/ right, DOW, MOY.
  • Word finding difficulties
  • Ordering of figures – 92 for 29
  • Difficulties remembering tables
  • Needs finger marks to make simple calculations.
  • Processing difficulties

Maths Anxiety

Key Strategies for Maths Support

Strategies we promote:

  • Detailed assessment to identify key difficulties
  • Visual prompts and resources
  • Teaching maths vocabulary
  • Opportunities for ‘Over Learning’
  • Default strategies for arithmetic
  • Understanding based teaching
  • Carefully structured approach
  • Encouragement of active participation
  • Making maths a positive experience
  • Precision Teaching

Steve Chinn's website 'Dyscalculia and Maths Difficulties'– provides clear information about maths difficulties and dyscalculia and the opportunity to access webinars and training.

The Education Endowment Foundation have produced a document that outlines 8 evidence based recommendations which are relevant to all pupils - but particularly those struggling with mathematics.

Ultimate Guide to Bar Modelling - Understand and apply the bar model from basic arithmetic to multi-step word probles (KS1/KS2)

Third Space Learning - How to Teach Telling the Time to KS1 and KS2

The Ultimate Maths Vocabulary List

The National Curriculum

Maths Interventions

Dynamo Maths

Jelly James Publishers who are behind Dynamo Maths are working closely with Yes @ Areté Learning Trust to support students with specific maths difficulties.

Dynamo Maths is based on research linked to how the brain learns maths, and the key areas of:

  • Prevention
  • Intervention
  • Remediation

Research from Oxford University shows the impact the intervention can have.

Yes @ Areté Learning Trust can provide staff who are trained in assessing pupils and monitoring progress using Dynamo Maths

Using our extensive working knowledge of Dynamo Maths we are able to identify whether the intervention is appropriate for a student with a given profile and how to ensure the greatest impact in terms of pupil progress

We will:

  • Provide the software
  • Assess pupils and ensure the programme is appropriate for their needs
  • Provide weekly updates (progress and usage)
  • Discuss targets and progress with school staff and parents

Expectations of school:

  • Liaise with parents and encourage home use
  • Provide computer access for pupils at school
  • Timetable the independent use of the intervention- at least three times a week for 20 minutes

Cost: £150 per pupil

 

Multiplication Rules

Devised by Penny Topsom Multiplication Rules is a multisensory maths game which focuses on engaging everyone in learning their tables.

This term Year 7 students are Richmond School who need to brush up their tables' knowledge will have the opportunity to use the resources.

In January Penny will be part of a special training session focusing on Dyscalculia and Maths Difficulties.

 

 

 

 

Assistive Technology