Module 4: Discussion Post 2

Math Research: Dyscalculia

I found a few articles that interested me when researching strategies for students with
Dyscalculia. I think that starting with a positive attitude and celebrating student success is crucial
and is a theme that I have seen in many articles. It is crucial that we look for our student’s
strengths and use those to help them feel successful while guiding them and supporting them in
their struggles.

In the article “4 Ways Dyscalculia Can Affect Social Skills” by Amanda Morin she explains some
of the social struggles that these students may experience:

Struggle Link to Dyscalculia Suggestion

Avoiding popular games Some games us math skills
and strategies which may be
hard for these students. They
may avoid these situations.
Low self-esteem Because of their struggle in
math these students may
think they will struggle in other
areas which can cause stress
over new experiences and
friendships.
Getting teased Students with dyscalculia
may have trouble making
change at a store or telling
time. Other peers may tease
them because these tasks
seem to easy not to be able
to do.
Boost student’s confidence
by practicing games like Uno
or Bingo in a low-stress
environment. They may be
more inclined to participate
after having practiced and
understanding the rules and
procedures.
Build on these student’s
strengths by encouraging
them to join a group that
shares in that gift. (Chess
club, running club, music,
etc.)
Practice ways to reply to
these comments in a positive
way and make sure that the
student can differentiate
between teasing and
bullying. Bullying would need
to be dealt with differently.

Being afraid to drive or go to
new places.
Students with dyscalculia can
lead to anxiety in that these
students may have difficulty
navigating and judging
distance and speed.
Traveling can be very stressful
for them.
For students learning to drive,
do so on quiet roads and/ or
hire an instructor to work
through these fears. If the
student is not driving, reassure
them that you know where
you are going.

To build a student with dyscalculia’s self esteem during math I believe it is important to make
math as engaging as possible in a fun learning environment. Alessandra King writes a fascinating
article about finding the beauty of math outside of class by taking students on math trails
outside of the classroom. These trails show how math is all around us in an attempt to trigger
interest while having fun. She defines this activity as such: “a math trail is an activity that
gets students out of the classroom so they can (re)discover the math all around us.
Whether out on a field trip or on school grounds, students on a math trail are asked to
solve or create problems about objects and landmarks they see; name shapes and
composite solids; calculate areas and volumes; recognize properties, similarity,
congruence, and symmetry; use number sense and estimation to evaluate large
quantities and assess assumptions; and so on.” (King, 2018) I see this activity as a
viable option for grades K-12 with trails involving various levels of difficulty and
engagement. In Kindergarten, it could be as simple as a walk around the school
ground with students counting trees, fence posts, rocks, different kinds of plants and
birds they see, or making number groupings of objects they find in nature like leaves,
rocks, sticks, etc.

This would be a wonderful activity to engage students in while on a fieldtrip and

encourage students to see that math is truly everywhere. For example, while on a
science fieldtrip to the zoo, students can be counting groups of animals, garbage
cans, or other like groupings. King states that “a math trail can be tailored to engage
students of any age and of all levels of ability and learning styles. Its scope and goals
can be varied, and it can include specific topics or more general content. And best
of all, it can make use of any locale —from shopping malls to neighborhood streets,
from parks, museums, and zoos to city centers, to name a few. Any space that can be
walked around safely can work.” (King, 2018)

Building math positivity is crucial for any student to succeed in math, and I believe this to be
especially so with students with dyscalculia. In order to build this positivity Judy Willis suggests a
few strategies. Because I am elementary focussed, primarily primary, two of her strategies really
resonated with me:

1. Arrange Family Conferences: this will help the teacher to explain that the first step to
success in math is “a positive attitude toward the subject matter, not just the grades
associated with it” (Willis, 2010)
2. Demonstrate the Value of Math: “The key to developing students’ interest in math is to
capture their imaginations.” (Willis, 2010) This can be done by students going on a math
trail as mentioned earlier, participation in STEM activities, and by showing them that math
is not an isolated subject but that it extends into other areas. Elementary teachers can
point out how math is present in many ways throughout the day. (Graphing who has
apples, oranges, or bananas in their lunch, measuring number of steps it takes to get to
gym, etc.)

Math is all around us, and I do believe that by setting up all students with inspiring ways to see
that, it will help spark interest and build the self confidence needed to take risks in their learning.
Focussing on the positive is crucial and building on our students’ strengths.

Resources:

King, Alessandra. Finding the Beauty of Math Outside of the Class. January 9, 2018. Edutopia
[website] Retrieved from: https://www.edutopia.org/article/finding-beauty-math-outside-class

Willis, Judy. Building Math Positivity. December 1, 2010. Edutopia [website]. Retrieved from:
https://www.edutopia.org/blog/building-math-positivity.
Morin, Amanda. 4 Ways Dyscalculia Can Affect Social Skills. [n. d] Understood [website]
Retrieved from: https://www.understood.org/en/learning-thinking-differences/child-learning-
disabilities/dyscalculia/4-ways-dyscalculia-can-affect-social-skills.