Dyscalculia is sometimes referred to as 'the mathematical equivalent of dyslexia'. It is believed to be as common as dyslexia yet few teachers are aware of its features, its impact or strategies they could use to support students who struggle with maths because they have this specific learning difficulty.
This course helps teachers to identify dyscalculic students and to understand the difficulties typically experienced by these students. It provides opportunity to learn about and trial strategies and resources that can be used in supporting dyscalculic students.
The course will be of interest to all primary school teachers and to those secondary Maths teachers interested in helping students to address specific deficits that limit their progress.
Dyscalculia impacts number sense and BASIC computation. Consequently, this course does not deal with higher level mathematical thinking. In Module 7 you can read a blog on supporting a secondary school student with dyscalculia which may be of particular interest to you.
1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability: Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
"An outstanding course. Every primary and high school Maths teacher should do this course"
- Craig Mackey, Albion Park High School
"This course has been extremely relevant to my role as a Learning Support teacher. In fact all teachers of Mathematics should do a course like this as there are so many students who have a diagnosis of Dyscalculia. The importance of Mathematics as a real life skill cannot be underestimated and all students who be encouraged to develop these skills to function in real life."
- Michele Langdon, Loreto Kirribilli
"This course provided excellent ideas and resources for teaching both students with dyscalculia and mathematics deficits. I learned a lot of strategies that could be used even as an introduction to each lesson in mainstream year 7 and 8 mathematics where maths deficits (including dyscalculia) have not yet been identified."
- Heidi Marksel, Bega High School
Welcome to Dyscalculia: The Dyslexia of Maths?
Course Objectives
Experiences With Maths
Reflections
A Basic Overview of Dyscalculia
Defining Dyscalculia
Dyscalculia and the Brain
My World Without Numbers -Video - OPTIONAL
Indicators of Dyscalculia
Indicators of Dyscalculia - list
Order of Operations- Case Study video and task
Screening for Dyscalculia
The Interview
Screening in Early Childhood - OPTIONAL (Target Audience: P-2 teachers)
A Specific Test for a Specific Disability
Other Online Screeners
Non-Electronic Screeners
Teacher-Made Assessment Tools - OPTIONAL (Target Audience: Schools with limited funds)
Assessment Tools Reflection
Number Sense
Visualising Numbers
Estimation and Counting
Number Worlds - OPTIONAL (Target Audience: Support Teachers)
Developing Number Sense - ACTIVITY
Dot Card Ten Frame Activities
Addition
Addition Square
Subtraction
Increasing Accuracy - ACTIVITY
Place Value
Shape Math - OPTIONAL
Programs Ideal for Students who have Dyscalculia
Audio version of Programs Ideal for students Who Have Dyscalculia
Ma and Pa Kettle Do Maths - OPTIONAL
The Concept of Multiplication
The Multiplication Square
Learning Multiplication Facts
Online Multiplication Games - OPTIONAL
The Concept of Division
Reflection Task
Solving Worded Problems
Understanding and Telling Time - OPTIONAL
Problem Solving and Time Reflection
Accommodations a school should make
Action Plan - OPTIONAL
Action Plan Template
Further Reading - OPTIONAL
Conclusion and Reflection
Course Feedback
Completing Dyscalculia: The Dyslexia of Maths will contribute 4.5 hours of NSW Education Standards Education Authority (NESA) Accredited PD in the priority area of Students/Children with Disability, addressing standard descriptor 1.6.2 from the Australia Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Shirley Houston
