Dyspraxic pupils will invariably have problems with the abstract and since mathematics is taught abstractly from a very early age understanding of the concepts of mathematics will be problematic. On the other hand the dyslexic child may have difficulties with the rote learning and language of mathematics. Children with either of these learning difficulties, in addition to lower functioning children, will benefit from multisensory mathematics teaching.
Mathematics is a sequential subject, so if early difficulties are not addressed effectively then ‘classroom-acquired’ difficulties will be added to inherent difficulties and compound the child’s failure.
There are various potential areas of difficulty in the realm of mathematics (Chinn & Ashcroft 1996):
- Directional confusion
- Sequencing problems
- Visual perceptual difficulties
- Spatial awareness
- Short-term and working-memory
- The language of mathematics
- Word skills
- Cognitive style
- Conceptual ability
- Anxiety and self-image
The development of children’s mathematical understanding is dependent upon their grasp of the concept of number, their relationships (facts and tables) and place value. Some children have great difficulty in internalizing facts, and in many cases adding and subtraction are not developed and the child remains heavily dependent on counting in ones’. The concrete instructional materials such as Cuisenaire Rods, Base 10 and Numicon, the activities and questioning techniques used within our multi-sensory program give the child a ‘feel’ for number and this facilitates the task of understanding concepts and the acquisition and retention of facts.
 |
