The National Guidance Numeracy Strategy Curriculum & Standards The daily mathematics lesson

Teachers and GuidanceGuidance toto Teaching Assistants in Primary Schools supportsupport pupilspupils Status: Recommended Date of issue: 09/01 withwith dyslexiadyslexia andand Ref: DfES 0512/2001 dyscalculiadyscalculia

Standards and Effectiveness Unit 2+3 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 18-7 ×2 12 DyslexiaDyslexia andand dyscalculiadyscalculia 12 3+ Dyslexia Dyslexia is a condition that affects the ability to process language. Dyslexic 2–1 learners often have difficulties in the acquisition of literacy skills and, in some 33+5 cases, problems may manifest themselves in mathematics. It is not surprising that those who have difficulties in deciphering written words should also have difficulty in learning the sets of facts, notation and symbols that are used in 66÷3 mathematics. This pattern of abilities and weaknesses is known as ‘specific 7×3 learning difficulties’. Problems often occur with the language of mathematics, sequencing, orientation 41+3 and memory, rather than with the mathematics itself. Dyslexic learners find it 19-5 difficult to produce mental or written answers quickly, and the need to ‘learn by heart’ for pupils who have poor memory systems may well result in failure and 2–3 lack of self-belief. Some dyslexic learners will enjoy the flexibility of approach ×2 and methods while, for others, choice creates uncertainty, confusion and anxiety. 13 42–0 12+2 ×4 192 77+6 11–0 23+3 58-9 42+2 +2 Dyscalculia 72 Dyscalculia is a condition that affects the ability to acquire arithmetical skills. + Dyscalculic learners may have difficulty understanding simple number concepts, 332 4 lack an intuitive grasp of numbers, and have problems learning number facts 2× and procedures. Even if they produce a correct answer or use a correct method, 2 they may do so mechanically and without confidence. ×2 Very little is known about the prevalence of dyscalculia, its causes, or treatment. 17+ Purely dyscalculic learners who have difficulties only with number will have 199× cognitive and language abilities in the normal range, and may excel in non- 2 mathematical subjects. It is more likely that difficulties with numeracy accompany 18×2 the language difficulties of dyslexia. 0+2 2 × 22 2 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 2+3 18-7 12×2 HowHow dodo pupilspupils withwith 2 dyslexiadyslexia andand dyscalculiadyscalculia 3+1 learnlearn mathematicsmathematics 2–1 33+5 differently?differently? Numbers and the number system 66÷3 Dyslexic learners: 7×3 often have difficulty counting objects. This affects basic ‘number sense’. They need clear instructions on how to 41+3 count in an organised, meaningful way. They should count objects frequently, 19-5 move objects as they count, count rhythmically to synchronise counting words with counting objects, and pause to ‘take in’ the quantity counted. 2–3 ×2 may have difficulty processing and memorising sequences. 3 Dyslexic learners may be slow to learn a spoken counting sequence. Counting 1 backwards is particularly difficult. They need additional practice in counting orally and need to continue oral counting into higher value sequences. Support can be 42–0 provided by presenting sequences such as 0.7, 0.8, __, __, as 0.7, 0.8, __, __, 1.1, 12+2 1.2. The use and recognition of pattern is important and can be used to circumvent some of the problems with memory. Dyslexic learners need support counting ×4 through transitions, e.g. 198, 199, 200, 201 or 998, 999, 1000, 1001, and practice 192 structuring from one count to another, e.g. from counting in tens to counting in ones. 77+6 may find the underlying structure of the number system difficult to grasp. 11–0 Dyslexic learners find completed 100-grids difficult to process and understand, failing to visualise or grasp the significance of the number 23+3 patterns. Working with 91 92 93 94 95 96 97 98 99 100 58-9 ‘practical’ versions of a 100-grid can facilitate 81 82 83 84 85 86 87 88 89 90 42+2 understanding, e.g. working 71 72 73 74 75 76 77 78 79 80 +2 with a 100-bead frame, or 72 counting estimated 61 62 63 64 65 66 67 68 69 70 + quantities into a 100-frame 51 52 53 54 55 56 57 58 59 60 332 4 formation before moving on 41 42 43 44 45 46 47 48 49 50 × to 1–100 grids. Some 2 2 pupils benefit from grids 31 32 33 34 35 36 37 38 39 40 × that have 1 to 10 across the 2 21 22 23 24 25 26 27 28 29 30 bottom row so that the 17+ 11 12 13 14 15 16 17 18 19 20 × numbers get bigger as one 199 2 moves up the grid. 1 2 3 4 5 6 7 8 9 10 18×2 3 0+2 × 22 2 2+3 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 18-7 12×2 find the interval-based structure of a number line difficult to 2 understand. +1 Many dyslexic learners make better progress if they work with practical 3 versions of ‘number tracks’ first, e.g. a 100-bead string. Estimated quantities 2–6 may be counted into tens-structured tracks, 33+5 e.g.

66÷3 7×3 41+5 Quantities structured in this way are easily ‘rounded’. Follow-up work on number lines should highlight number structures. For 19-5 example, on a line to 100, the decades should be clearly demarcated. Pupils with learning difficulties also benefit from work on ‘emptier’ lines and ‘emptier’ 2–3 materials, such as counting stacks. Such materials support the rounding of ×2 3 numbers. 1 need extra support in counting forwards and backwards. 42–0 Use a clearly labelled number line, or counters placed in recognisable clusters, as on dominoes. Teen numbers are an example of the inconsistencies of our 12+2 number system. For example, thirteen should be ten three, but it is said and written as three and ten. By contrast, the word twenty-three is in the same order ×4 as the digits, even if twenty is an irregular word (compared to two hundred). 192 Careful teaching can minimise these difficulties as well as introduce the more 77+6 regular pattern of larger numbers – sixty-six, seventy-six, etc. Dyslexic learners may find the transfer of a learned sequence, say 90, 80, 11–0 70 ..., to a modified sequence 92, 82, 72 ..., challenging. Base ten blocks or 23+3 coins may help illustrate which digit changes and which remains constant. 58-9 often have difficulties understanding place value. Language uses names to give values when counting (ten, hundred) while 42+2 numerals use the principle of place value – the relative places held by each +3 digit in the number (10, 100). Pupils who have not mastered the name value system may say that nine hundred and ninety-nine is bigger than one thousand. 72 + Language demands are greater in writing numbers in words. Numbers that 332 4 feature zeros, such as 5006, will need careful teaching, using practical 2× materials and focusing pupils on the ‘top value’ word: five thousand and six 2 has four digits because the top word is ‘thousand’. A place value chart might ×2 be useful. 17+ Dyslexic learners need to handle materials, as pictorial representations of × base ten materials do not offer sufficient support for early learning 199 7 experiences. Place value cards can also demonstrate the structure of 18×2 numbers at a more symbolic/abstract level. 0+3 4 × 22 2 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 2+3 18-7 may find fractions confusing. 12×2 Learners may be confused by the fact that 1 is smaller than 1 when previously 20 2 2 they have learned that 20 is bigger than 2. There are also different ways of +1 1 2 5 3 representing the same fraction; 2 is equivalent to 4 and 10. The use of fraction walls may support understanding by providing a visual representation of the 2–1 relationships. 33+5 1 whole

1 half 1 half 66÷3 ×3 1 third 1 third 1 third 7

1 quarter 1 quarter 1 quarter 1 quarter 41+3 19-5 The vocabulary of decimals combined with directional demands can confuse learners, when whole numbers sequence left from the decimal point as units, 2–3 tens, hundreds, thousands, and decimal numbers sequence right from the ×2 decimal point as tenths, hundredths and thousandths. 13 Calculations 42–0 Dyslexic learners: 12+2 have difficulty combining and partitioning numbers. ×4 Some dyslexic learners often rely on finger counting and counting in ones. 192 They may lack the flexibility to use many fact-derived strategies effectively. + Initially, pupils should work with concrete materials, and the component parts 77 6 of all numbers to 10 should be ‘overlearned’ in oral and written activities. They benefit from being shown number patterns which are extensions of earlier 11–0 knowledge, e.g. 3 + 2 = 5, 43 + 2 = 45. 23+3 find it difficult to learn number facts ‘by heart’ but can usually 58-3 work within a manageable target and can learn to use strategies. Number bonds to 10 are fundamental and the key to so many more facts that 42+2 they should form the focus of quick recall. Patterns need to be taught using +2 multi-sensory approaches. Use memory hooks to help relate new facts to 2 learned facts. Visual imagery, e.g. showing the links between 5 + 5 and 5 + 6 7 with coins or counters, will also support non-dyslexic pupils in the class. 332+4 Facts that may be accessed through rapid mental recall are stored as verbal × associations in exact sequences of words, such as ‘8 plus 5 equals 13’ or ‘7 times 2 2 8 is 56’. Dyslexic learners find it difficult to remember such verbal associations. × Facts that have been successfully stored as verbal associations may be accessed 3 very slowly. Learners should be encouraged to maximise the use of key number 17+ × × × × × facts, e.g. ‘10 ’ facts can be used to deduce ‘9 ’ facts, as in 9 7 = (10 7) – 199 2 7. Short sequences of step counting from ‘5 ×’ can lead towards a ‘partial × products’ approach in which, for example, 7 × 8 is seen as (7 × 5) + (7 × 3). 18 6 5 0+2 × 22 2 2+3 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 18-7 12×2 12 3+ 2–1 33+5

66÷3 7×3 41+3 19-5 2–3 ×2 3 1 fail to remember the variety of fact-derived strategies or 42–0 mental calculation methods. The sequence of steps in a calculation is difficult to remember for dyslexic 12+2 pupils because of a poor working memory. Weak number concepts and a lack of flexibility hinder multi-path reasoning and learners may become confused ×4 or feel overburdened. Some see too many methods to learn and remember. It 192 is important to concentrate on strategies that can be generalised, such as 77+ partitioning, rather than ‘one off’ methods, as these skills can then be more 6 widely used across a range of calculations.

11–0 may experience counting difficulties that will lead to subtraction errors. 23+3 Teaching ‘counting up’ is helpful, e.g. 9 – 7 = ; 7 + = 9. Many dyslexic 58-9 pupils gain valuable learning support from the triad method of recording number facts. 42+2 +2 72 9 332+4 2×2 ×2 7 ? 17+ × 199 2 Dyslexic learners also benefit from learning to bridge-up-through-ten to work 18×2 out calculations such as 13 – 8. 0+2 6 × 22 2 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 2+3 18-7 find that mental arithmetic may overstretch short-term and 12×2 working memory. 2 Through careful differentiated questioning, support can be built in to +1 overcome this difficulty. For example, when adding 9 as + ‘10 – 1’, the 3 question could be asked in a structured way using the two steps. A key 2–1 question may act as a prompt, e.g. ‘Have you remembered to adjust the answer?’. Encourage learners to use jottings to support mental calculations. 33+5

have problems recording calculations on paper. Learners who have performed well in mental mathematics may fail to cope 66÷3 with written methods of calculations. This is due to the increased load on ×3 short-term memory of having to remember a more formal written procedure, 7 plus difficulties in writing the calculation. Mental calculations often favour working with the most significant digit first. It may be useful for some to 41+3 continue this approach with written calculations. 19-5 ADDITION 768 SUBTRACTION 716 2–3 +166 – 428 ×2 add 100 868 subtract 400 316 13 add 60 928 subtract 20 296 42–0 add 6 934 subtract 8 288 12+2 Working with base ten materials should support the introduction of written calculations, as these can illustrate the written method. Area, using squared ×4 paper, is a good model for multiplication. 192 may have problems using calculators. 77+6 Calculators may help to overcome difficulties and help learners access more mathematics. But a calculator will only facilitate work in some stages of the 11–0 question and thus not act as a total problem-solver. Also, once a dyslexic learner has selected the appropriate calculation, they may then have difficulty 23+3 between the stages of reading it on a page and transferring it to a calculator 58-9 keyboard. 42+2 +2 72 332+4 2×2 ×2 17+ 199×2 18×2 7 0+2 × 22 2 2+3 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 18-7 12×2 Solving problems 2 +1 Dyslexic learners: 3 often have significant reading difficulties. 2–1 Reading unusual words, including mathematical vocabulary, is often problematic. Better progress is often made if a significant proportion of the 33+5 work can be represented as simple images or put in a real context. Mathematical vocabulary should be pre-taught. Encourage learners to refer to difficult names and places by initial letters. These difficulties need to be 66÷3 overcome before dyslexic learners can attempt to decide between choices of 7×3 mathematical operations to solve a problem. may need more clues to recognise, develop and predict 41+3 patterns to help them solve problems. 19-5 Word problems are likely to be a source of difficulty. Teach the use of a ‘problem-solving frame’: 2–3 – read the problem; ×2 3 – identify the key information and write it down or draw pictures; 1 – decide which calculation is necessary; 42–0 – use an appropriate calculation method: mental, written or calculator; 12+2 – interpret the answer in the context of the problem. Pupils may learn how questions are constructed if they invent their own word ×4 problems. The use of materials or images to interpret word problems can 192 increase success. 77+6 may have difficulties in understanding and retaining the meaning of abstract mathematical vocabulary. 11–0 Words such as difference, multiply and divide are often confusing. Abstract terminology should only be used once the relevant conceptual understandings 23+3 are already in place. In building understanding it is best if appropriate informal 58-9 or colloquial ‘translations’ are used alongside the formal vocabulary. may have difficulty deciding which operations to use to solve a 42+2 word problem, even though they are gifted, intuitive problem- +2 solvers. 72 Some learners require further conceptual work to consolidate their + understanding of difference, multiplication, or division. Using concrete 332 4 materials, at all ages, may help. Drawing diagrams may provide useful 2×2 support in understanding a problem. may visualise and solve certain word problems without ×2 reverting to formal operations. 17+ This is common in problems involving difference and division. Both problem 199× forms may be visualised as ‘missing number’ questions, but learners may 2 require help in setting up the appropriate number sentence. Asking learners 18×2 how a calculator would represent the relevant calculation can be helpful. 0+2 8 × 22 2 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 2+3 18-7 × Dyslexic learners should not be discouraged from using their own special 12 2 strategies. Some problems are less dependent on number facts and dyslexic 2 learners may have more opportunities to succeed, even though language and +1 sequencing may present difficulties. 3

may be unsettled by the insecurity of estimation. 2–1 Estimation requires risk-taking and insecure learners avoid risk. Visual models 33+5 may help pupils see ‘closeness’. 66÷3 7×3

Measures, shape and space 41+3 Dyslexic learners: 19-5 find the sequencing of time difficult. 2–3 Sequences of days of the week or months of the year are not easy to learn, ×2 and the introduction of simple clock time may also be a problem. 13 The language of time is potentially confusing, with deceptively simple changes such as saying 7.10 as ten past seven (reverse order) creating 42–0 problems. Using a clock face with pupils moving the hands and specifically 12+2 relating the language to the image may help. The introduction of digital representations may be supported, in the first instance, by a set of personal ×4 sequencing cards. 192 may confuse left and right, hindering work on position, 77+6 direction and movement. Left and right are difficult to anchor to a fixed image. Learners need to spend 11–0 time involved in physical activities using direction cards and possibly learning a simple mnemonic to help remember left and right: e.g. ‘write with my right 23+3 hand and the one that is left is my left’. 58-9 Clockwise and anti-clockwise may present similar problems, although they can be anchored to a visual image. ICT equipment, including the use of 42+2 programmable toys, may help. +2 2 may have problems with the range of vocabulary related to 7 measures, shape and space. 332+4 Similar-sounding words such as triangle and rectangle, cube and cuboid, may × cause confusion both in understanding and learning the properties of these 2 2 shapes. ×2 Spelling may also pose a difficulty. 3-D and 2-D shapes and drawings need to 17+ be used to ensure over-learning takes place. Difficulties with spatial imagery 199× can cause confusion when children are presented with 2-D representations of 2 3-D shapes. 18×2 9 0+2 × 22 2 2+3 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 18-7 12×2 may have difficulties reading graphs. 2 The points on a grid and the x- and y-axes can be confused. A simple +1 mnemonic – ‘along the corridor and up the stairs’ – may help. The introduction 3 of negative co-ordinates often causes disproportionate difficulty because of 2–1 the change of direction. 33+5 may find drawing shapes challenging. Support such as joining dots or modelling in plasticine adds a multi-sensory approach. 66÷3 7×3 41+3 19-5 2–3 ×2 13 42–0 12+2 ×4 192 77+6 11–0 23+3 58-9 42+2 +2 72 332+4 2×2 ×2 17+ 199×2 18×2 0+2 10 × 22 2 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 2+3 18-7 Handling data 12×2 2 Dyslexic learners: +1 may have difficulties reading graphs and charts. 3 Reading scales and two-way tables, e.g. mileage, timetables etc, can be 2–1 difficult. Clearly-labelled diagrams may be interpreted more easily if different colours are used to represent the data recorded. 33+5

may have problems understanding the different types of averages. 66÷3 The teaching and use of the terms mode, median and mean is difficult as they ×3 all begin with the same letter. When teaching, it might be useful to use 7 separate coloured index cards with the words and their meanings written on. 41+3 e.g. mode – most frequent median – middle 19-5 mean – average 2–3 range – ‘biggest minus smallest’ ×2 13 42–0 12+2 ×4 192 77+6 11–0 23+3 58-9 42+2 +2 72 332+4 2×2 ×2 17+ 199×2 18×2 11 0+2 × 22 2 2+3 GUIDANCE TO SUPPORT PUPILS WITH DYSLEXIA AND DYSCALCULIA 18-7 12×2 References 12 Publications + Butterworth, B. The Mathematical Brain, Miles, T.R. and Miles, E. (eds) Dyslexia 3 London, Macmillan, 1999 and Mathematics, London, Routledge, 1992 Chinn, Kay Worksheets Plus for the Poustie, Jan et. al., Mathematics solutions: 2–1 Numeracy Strategy, Years 4 and 5, Mark An introduction to dyscalculia, Next 33+5 College Publishers, 2001 Generation, 2001 Chinn, S. What to do when you can’t learn Rourke, B.P. ‘Arithmetic disabilities, specific times tables, Baldock, Egon Publishing, 1996 and otherwise: A neuropsychological Sum Hope, London, Souvenir Press, 1998 perspective’, Journal of Learning Disabilities, 66÷3 What to do when you can’t add and subtract, 26, pp. 214–226 7×3 Baldock, Egon Publishing, 1999 Ta’ir, J. and Ariel, R. ‘Profound Chinn, S.J. and Ashcroft, J.R. developmental dyscalculia: Evidence for a Mathematics for Dyslexics: A teaching cardinal/ordinal skills acquisition device’, Brain 41+3 handbook, 2nd edn, London, Whurr, 1998 and Cognition, 35, pp. 184–206 19-5 El-Naggar, O. Specific Learning Difficulties in Mathematics: A classroom approach, Organisations Tamworth, NASEN, 1996 2–3 Dyslexia Institute 133 Gresham Road, 2 Geary, D.C. ‘Mathematical disabilities: Staines, Middlesex TW18 2AJ × Cognition, neuropsychological and genetic British Dyslexia Association 99 London 3 components’, Psychological Bulletin, 114, 1 Road, Reading RG1 5AV pp. 345–362 42–0 Grauberg, E. Eliminating Mathematical and 12+2 Language Difficulties, London, Whurr, 1998 Gross-Tur, V., Manor, O. and Shalev, R.S. ‘Developmental dyscalculia: prevalence ×4 and demographic features’, Developmental 192 Medicine and Child Neurology, 38, pp. 25–33 + Henderson, A. Maths for the dyslexic: A 77 6 practical guide, London, David Fulton Publishers, 2000 11–0 Lewis, C., Hitch, G. and Walker, P. ‘The prevalence of specific arithmetic difficulties 23+3 and specific reading difficulties in 9- and 10- year-old boys and girls’, Journal of Child 58-9 Psychology and Psychiatry, 35, pp. 283–292 42+2

+2 Copies of this document can be obtained from: 2 DfES Publications 7 Tel 0845 60 222 60 Fax 0845 60 333 60 + Textphone 0845 60 555 60 332 4 e-mail [email protected] Ref: DfES 0512/2001 2× © Crown copyright 2001 2 Produced by the Department for Education and Skills Extracts from this material may be reproduced for non-commercial or training purposes ×2 on condition that the source is acknowledged. 17+ www.standards.dfes.gov.uk www.dfes.gov.uk 199×2 × 18 2 INVESTOR IN PEOPLE 0+2 12 × PRINTED BY THE COLOUR WORKS, LONDON 22 2