MATEMATIK DISLEKSIA, DISKALKULIA

MASALAH DAN KAEDAH MENGAJAR

Kanak-kanak disleksia bermasalah matematik

1. Sequencing and short-term memory: the multiplication tables. 2. Difficulty with math (Dyscalculia) Difficulty counting accurately May reverse numbers Difficulty memorizing math facts Difficulty copying math problems and organizing written work Many calculation errors Difficulty retaining math vocabulary and/or concepts

How can you help learners with dyslexia to learn maths?

Number Use multisensory methods to help learners with the basics, such as counting accurately, distinguishing number symbols that are similar in shape and recognising number patterns.

The use of fraction walls, circles, or other visual aids may help. Squared paper helps with organisation and accuracy. Work with concrete materials wherever you can. Allow time for overlearning of key number facts.

Learners benefit from being shown number patterns that are extensions of earlier knowledge, for example 3 + 2 = 5, 43 + 2 = 45. Dyslexic learners may find the transfer of a learned sequence,
say, 90, 80, 70to a modified sequence 92, 82, 72, challenging. Base ten blocks or coins may help illustrate which digit changes and which remains constant.

Calculations

Encourage learners to use jottings to prevent them losing track midprocess. Mental calculations often favour working with the most significant digit first. It may be useful for some learners to apply this approach to written calculations.

Calculators help with the speed of processing and with difficulties remembering symbols and operations.
Get learners to talk through what they are doing as they work, always using the same mathematical language. This helps not only the process of calculation but the mastering of the language.

Take care not to over emphasise the mechanics of maths at the expense of the meaning. A big picture visual overview on the board or flipchart can draw on dyslexic learners strengths and build confidence in the idea that maths is conquerable.

Dyscalculia

A condition that affects the ability to acquire arithmetical skills. Dyscalculic 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.
(The National Numeracy Strategy: Guidance to Support Pupils with Dyslexia and Dyscalculia)

Kosc (1974), neuropsychological definition of developmental dyscalculia :

a difficulty in mathematical performance resulting from impairment to those parts of the brain that are involved in mathematical processing, without a concurrent impairment in general mental function.

Like dyslexia, dyscalculia is not caused by poor or interrupted teaching, nor by low intelligence, although both of these may result in the appearance of characteristics similar to those of dyscalculia.

DISLEKSIA DAN DISKALKULIA

(Gross-Tsur, Manor and Shalev, 1996; Badian, 1983; Kosc, 1974): 6- to 7% of school-age children

Punca-punca berlaku diskalkulia

Faktor sosial Faktor neuro/genetik

KESUKARAN DISKAUKULIA
1. 2.

3.
4.

Procedural deficits Semantic memory deficits Visuospatial deficits Number knowledge deficits

1. Procedural deficits
1.

Difficulties with procedures in (written) calculation Difficulties in sequencing multiple steps in complex procedures Difficulties in planning or execution of complex arithmetic operations Difficulties in mental calculations

2.

3.

4.

5. Use of immature strategies 6. Many mistakes in execution of complex procedures 7. Time-lag in arithmetic procedures 8. Poor understanding of concepts in procedures

2. Semantic memory deficits

1. 2. 3.

Difficulties in retrieval of numerical facts Disabled acquisition of number-fact knowledge Difficulties in the semantic-acoustic aspect of the linguistic domain Lower accuracy in mental calculation Slower speed of mental and written calculation Irregular reaction times

4. 5. 6.

Lower enumeration speed for figures, symbols, numbers and quantities High error rate

Wrong associations in retrieval

Difficulties in conceptual knowledge assignments

Difficulties in language comprehension

Difficulties with passive vocabulary

Difficulties with orally presented assignments

3. Visuospatial deficits

Difficulties in placing numbers on a number line Disturbance in setting out objects in order according to magnitude Inversions and reversals in numbers Misalignment and misplacements of digits Problems in symbol recognition Disturbance in visuospatial memory

Difficulties in understanding geometry

Misinterpretation of spatially represented information Nonverbal deficits

Problems with insight in and notions of space Difficulties with abstraction Disturbance in visual imaginative faculty Disturbance in enumerating groups of objects Disturbance in estimating and comparing quantities Difficulties in the temporal order or planning

Difficulties with novel and complex tasks

Visual neglect Eventually dyspraxia

4. Number knowledge deficits

Difficulties in comprehension of Arabic notational system, mathematical ideas and relations Difficulties with abstract number comprehension

Disturbance in number knowledge

Disturbances in basic sense of numerosity

Disturbance of encoding the semantics of numbers

Difficulties in transcoding between the different modalities

Disturbance in number reading Disturbance in number writing Disturbance in number production Difficulties in size comparison Difficulties in number ordening Difficulties in enumeration Difficulties in number dictation

KESUKARAN DISKAUKULIA
1.
2. 3.

4.

procedure and sequencing algebra geometry trigonometry

MEMBANTU KANAK-KANAK DISKALKULIA

The following is a non-exhaustive list of possible symptoms to look for: seeming to have no sense of number

having trouble learning error-free counting, memorising arithmetical facts, following procedures, or executing strategies
can do the above task(s), but very slowly exhibiting dislike of or anxiety towards maths, or avoidance behaviours

KAEDAH MATEMATIK
1.

Small steps: Teach math/s concepts sequentially and in small steps. Do not move on to another concept until the student is ready and thoroughly understands the preceding concept.

2. Counting to 100

Have a dyslexic child arrange 100 counters in a long line on the floor. Have her place a marker after each ten. The child can then practice counting all the way through to 100. Teach tens by using a different colored counter in place of the tens number so that they easily stand out.

Multiplication and division Use a calculator Real coins

TERIMA

KASIH

TUGASAN ISL 12, 13

KAEDAH PENGAJARAN MATEMATIK: Ms:120

1. KAEDAH POLYA 2. KAEDAH NEWMAN