4 - 5 - Maths (dyscalculia), Childbirth A Global Perspective
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So another part of the widerdyslexia constellation can beissues with maths or math.And research suggests that up to 60%of children with dyslexia do experiencesome kind of issues with maths.... What we find here, again, as withall these aspects of the constellation -we can unpack them and their complexconstructs on, in their own rights.And obviously the same with maths;maths actually represents manydifferent skills to acquire.But ... from the knowledge you'vealready gleaned from this course we canactually make now connections to howthat might impact maths ability.What we typically see is that forstudents with dyslexia,they can often have strengths inthe more spatial aspects of maths,so for example geometry and thingsthat involve spatial representations.And this is certainly an areawhere some individuals withdyslexia can show real strengths inrelation to the typically reading peers,and often they can be actively recruitedinto professions that value thesetypes of skills.But then, in terms of challenges,there is the lotslanguage and phonology in maths whichcan be can be a hurdle sometimes.And so if we think aboutthe early stages of learningmaths, depending on the approach of course,but in many traditional ways of teaching,there's quite a loss ofrote memorization of some of the basicrules - multiplication tables.And so ... this rote memorization andreliance on both short-term memory,and working memory -we can kind of predict that this... ... might be tricky forsomeone with dyslexia because theseare vulnerability areas for them.And this is what we see; we see that wherefacts are expected to be learnt by rote,children with dyslexiacan really struggle.And then, so then, ... they don't have the foundations ...upon which to build some ofthe more complex processes.We also see ... ...we've talked about how dyslexia canresult in issues with sequencing,and lots of mathematical operationsinvolve a good sense of sequencing.So you need to be able to carryout multi-step operations.But then also, sometimes, thingsare more complex in terms of having toreverse the order of things in part of anoperation to get to the ultimate answer.So your sequencing skills need to bereally strong for many aspects of maths.And so again, this can be a challenge forsome people with dyslexia ifnot presented in the right way.... ... What are we talkinghere actually teaching thathelps children get deep down tothe concepts, so they're not having torely on memorized facts formath can really succeed.It's not that the conceptualunderstanding isn't therebut sometimes the way of teaching andthe layers of language andsequencing can make it hard toget down to those core concepts.There can also be difficultiesdistinguishing between similar typesof symbols.So for example, the addition symbol andthe multiplication symbol can lookquite similar, as can the subtraction anddivision symbols.So these can, choosing the type ofoperation, can sometimes trip people up.As well ..., if you start thinkingabout kind of word problems in maths:there's all sorts of different words foroperations that we bring in.So ... forexample with even a subtraction we cantalk about subtracting, taking away.There's going to be a differencebetween numbers, lot's ofabstract relational terms,sometimes often meaning similar butslightly different things.And ... ... this is often a big trip-up for people -trying to find out what concepts they'rebeing required to do within this mass ofof abstract words.And so again, teaching approaches thathelp teach the concepts without this.Sometimes, studentsare going to have to learn tonavigate this to get throughcertain mandated exams.But you can give themthe confidence in mathsby helping them get the basic concepts (sothat then they're not).Math is something whereit's particularly easy ...to develop an anxiety ora feeling of lack of competence.So you really do want to try and instillthat competence in the early years.And we ... ... .... .... .... canget a bit more philosophical here as well.When we actually link to what wewere talking about in week one,about writing systems,... ... often it's asked whysome of the Asian ... ...countries are much stronger in mathematicsthan for example, European countries.And one thing people sometimes mention is,well, there the language oftheir number system is just muchmore transparent than ours,which may help withsome of the processing.So, to give an example ... of the somewhatlack of transparency in English:if you think about it, if we take say the,... teens, so we've got 13, 14,if we think about how transparentthe numerical quality of those terms is.we can tell with especially with 14,we can tell there's somethingabout a four there.And then if we know... ... there's 13, 14, 15, we'regoing to, we can extrapolate the teen -it's something to dowith with teen numbers.But 13 is not completely transparent,we've got to link the 'thir' to a three, butif we think about 11 and12, if you see those where, now where,... ... is the clue to actually workthe numerical properties order?So ...at the moment we're still trying towork out much of a hindrance this is.And it's not going to be the whole factor,but it is an interesting reflection on howactually certain languages mayjust give children a headstart andmake certain things slightly easier,especially if phonology andlanguage are issues for you.So this is just a taster of someof the interaction between math andreading difficulties.Steve Chinn who's an expert in this area,has some great resources andtalks that you can look at on his website.And we've provided a link tothis within our course site.
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