A Compilation on Coping with Dyscalculia

Abstract

The purpose of this research is to suggest how to be a dyscalculic student and how to learn the difficulty of learning mathematics by means of dyscalculia. For this purpose, the answer was searched firstly for the question of dyscalculia and then the characteristic features of dyscalculic students were described. In accordance with the main purpose of the study, recommendations are given to the teachers in the following sections. Given the low mathematical success of any exam in Turkey, the dyscalculia is a learning difficulty that is very unknown to the country but is very important. It is important that teachers know how to deal with this difficulty. This analytical study based on the rewiev of the literature has made to address dyscalculia. Another goal is to ensure that the study is the premise for future research. The article concludes with a short review of the activities, books, materials and games available on the internet, which can help a dyscalculic student.

Keywords

• Dyscalculia,Mathematics,Mathematics Learning Disability,Learning Disability

Diskalkuli ile Baş Etme Üzerine Bir Derleme

Abstract

Bu araştırmanın amacı, diskalkuli diğer bir ifade ile matematik öğrenme güçlüğünün  ne olduğu ve nasıl farkedileceği ile diskalkulik bir öğrenciye nasıl yardım edileceğine dair önerilerde bulunmaktır. Bu amaç doğrultusunda öncelilkle diskalkuli nedir sorusuna cevap aranmış ve ardından diskalkulik öğrencilerin karakteristik özellikleri betimlenmiştir. Araştırmanın temel amacına uygun olarak sonraki bölümlerde öğretmenlere öneriler yer almaktadır. Türkiye’de hangi sınav olursa olsun matematik başarısının düşük olduğu göz önünde bulundurulduğunda, diskalkuli ülkemizde pek de bilinmeyen ancak oldukça önemli olan öğrenme güçlüklerinden biridir. Öğretmenlerin bu güçlükle nasıl başa çıkabileceğini bilmesi önemlidir. Alanyazın taramasına dayalı bu analitik çalışma diskalkuliyi ele almak amacıyla yapılmıştır. Çalışmanın ileride yapılacak olan araştırmalar için  öncül niteliğinde olması bir diğer amaçtır. Makale, diskalkulik bir öğrenciye yardımcı olabilecek internettte bulunan etkinlik, kitap, materyaller ve oyunların kısa bir  derlemesi ile sonuçlandırılmaktadır.

Keywords

• Diskalkuli,Matematik,Matematik Öğrenme Güçlüğü,Öğrenme Güçlüğü

References

1. Adler, B. (2009) What is Dyscalculia? http://www.dyscalculie.org/Publicaties/A%20Book%20What%20is%20dyscalculia%20%20B%20Adler.pdf
2. Akın, A. ve Sezer, S. (2010) Diskalkuli: Matematik Öğrenme Bozukluğu. Bilim ve Aklın Aydınlığında Eğitim. 126-127, Ağustos-Eylül, 41-48.
3. Bintaş, J.(2007) Matematikte Öğrenme Güçlüğü Olan Öğrenciler için Matematik Eğitimi. e-Journal of New World Sciences Academy Social Sciences, 2, (4), C0028, 439-450.
4. Bird, R. (2013) The Dyscalculia Toolkit. Sage Publications Ltd.
5. Butterworth, B. ve Yeo, D. (2004) Dyscalculia Guidance. London: nferNelson.
6. Butterworth, B. (2010) Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences. 14(12), 534-541.
7. Butterworth, B. (2005). Developmental dyscalculia. In Campbell, J. I. D. (Ed.). Handbook of mathematical cognition. Hove: Psychology Press.
8. Butterworth, B. (2003). Dyscalculia screener: Highlighting children with specific learning difficulties in mathematics. London: NFER-Nelson.

9. Clements, D. H. (2000) Concrete Manipulatives. Concrete Ideas. 1(1), 45-60.
10. Cos, A. (2015) Games for Dyscalculic Children. Department of Digital and Information Technologies University of Vic –Central University of Catalonia, Master Thesis.
11. DfES (Depertmant for Education, UK) (2001) Guidance to support Pupils with Dyslexia and Dyscalculia. London: Department for Education and Skills.
12. Dowker, A. (Ed.). (2008). “Mathematical Difficulties:Psychology and Education”. London: Elsevier.
13. Edelson, R. J. & Johnson, G. L. (2003). Integrating music and mathematics in the elementary classroom. Teaching Children Mathematics, 9(8), 474-479.
14. Emerson, J., & Babtie, P. (2010). The dyscalculia assessment. London: Continuum.
15. Evans, D. (2007) Developing Mathematical Proficiency in the Australian Context: Implications for Students With Learning Difficulties. In Journal of Learning Disabilities. Vol 40:5, 2007, pp 420–426.
16. Fernandez, M. (1999). Making music with mathematics. The Mathematics Teacher, 92(2), 90-92. Garnett, K. (1998) Math Learning Disabilities. Division for Learning Disabilities Journal of Council for Exceptional Children. www.ldonline.org/article/Math_Learning_Disabilities.
17. Geary, D. C. (2004). Mathematics and learnings disabilities. Journal of Learning Disabilities. 37(1): 4-15.
18. Geary, D. C. (2017) Dyscalculia at an Early age. Encyclopedia on Early Childhood Development. Updated: November 2016.
19. Geary, D. C. (2004) Mathematics and Learning Disabilities. Journal of Learning Disabilities. 37(1), January/February 2004.
20. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities. 38(4), 293–304.
21. Gersten, R., Ferrini-Mundy, J., Benbow, C., Clements, D., Loveless, T., Williams, V., Arispe, I., & Banfield, M. (2008). Report of the task group on instructional practices (National Mathematics Advisory Panel). http://www.ed.gov/about/bdscomm/list/mathpanel/report/instructional-practices.pdf.
22. Güneş, F. (2014) Öğretim İlke ve Yöntemleri. Pegem Akademi , Ankara.
23. Hacısalihoğlu K., M. (2013) Diskalkuli Yaşayan Öğrencilere İlişkin Öğretmen Görüşlerinin Değerlendirilmesi. NWSA-Education Sciences, 1C0581, 8, (2), 193-208. Hopkins, S., & Egeberg, H. (2009). Retrieval of simple addition facts: complexities involved in addressing a commonly identified mathematical learning difficulty. Journal of Learning Disabilities 42, (3), 215-229.
24. Jimenez-Fernandez, G. (2016) How Can I Help my Students with Learning Disabilities in Mathematics? REDIMAT, 5(1), 56-73.
25. Kathlyn Steedly, K., Dragoo, K., Arafeh, S., & Luke, S. D. (2008) Effective Mathematics Instruction. Evidence for Education, (3) 1, 3-9.
26. Kaufmann, L. (2008) Dyscalculia: neuroscience and education. Educational Research, 50(2), 163-175.
27. Ke, F (2008) Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. Educational Technology, Research and Development, 56.
28. Kirriemuir, J., & Mcfarlane, A. (2004) Literature Review in Games and Learning.
29. Kurumeh, M.S.C. and Achor, E.E. (2008) Effect of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions.Educational Research and Review Vol. 3 (11), pp. 339-343, November.
30. Lock, R.H. (1997). Adapting Mathematics Instruction in the General Education Classroom for Students with Mathematics Disabilities. In LD Forum: Council for Learning Disabilities.
31. Manalo, E., Bunnell, J. K., & Stillman, J. A. (2000). The use of process mnemonics in teaching students with mathematics learning disabilities. Learning Disability Quarterly, 23(2), 137–156.
32. Mazzocco, M. M. M., and G. F. Myers. 2003. Complexities in identifying and defining mathematics learning disability in the primary school-age years. Annals of Dyslexia 53 (1) (January 1): 218–253. http://dx.doi.org/10.1007/s11881-003-0011-7.
33. Ministry Of Education in British Colombia. (2011) A Guide for Teachers, Supporting Students with Learning Disabilities, September, 2011. Marolda, M., & Davidson, P. (2000). Mathematical learning profiles and differentiated teaching strategies. Perspectives, 26(3), 10–15.
34. Pareto, L. (2005) Mathematical literacy for everyone using arithmetic games. Proc. 9th Intl Conf. Disability, Virtual Reality & Associated Technologies Laval, France, 10–12 Sept. 2012.
35. Pratt, D. Winters, N., Cerulli, M. ve Leemkuil, H. (2009). A Patterns Approach to Connecting the Design and Deployment of Mathematical Games and Simulations. In N. Balacheff; S. Ludvigsen; de Jong; A. Lazonder, ve S. Barnes(Eds.), Technology-Enhanced Learning (pp. 215-232). Springer.
36. Rusin, D. (2004). Mathematics and music. Retrieved April 7, 2008, from http://www.math.niu.edu/~rusin/uses-math/music.
37. Rutherford, K. (2015) Why Play Math Games? NCTM, Teaching Children Mathematics. 27 April, 2015.
38. Reid, R. (2006). Strategy instruction for students with learning disabilities. New York: Guilford Press.
39. Saygılı, S. ve Ergen, G. (2016) 3K ve Hesaplama Stratejileri Öğretiminin Toplama-Çarpma İşlemleri Akıcılıkları Gelişimi Üzerine Etkililiklerinin Karşılaştırılması, Eğitimde Kuram ve Uygulama Articles /Makaleler Journal of Theory and Practice in Education, 12(6), 1337-136.
40. Sharma, M. (2017) Mathematics for All. February, 3. https://mathlanguage.wordpress.com/author/mathlanguage/
41. Squire, K. (2005) Changing the Game: What Happens When Video Games Enter the Classroom? Innovate, 1(6).
42. Tomey, H., Steeves, J., & Gilman, D. (2003). Mathematics and dyslexia. Baltimore: International Dyslexia Association. Young-Loveridge.
43. Türer, H. (2010) Zihinsel Engelli Öğrencilere Teşekkür Etme ve Özür Dileme Becerilerinin Öğretiminde Doğrudan Öğretim Yönteminin Etkililiği. Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü, Yüksek Lisans Tezi.
44. Young-Loveridge, J. (2005) Students’ views about mathematics learning: A case study of one school involved in the great expectations project. In J. Higgins, KC Irwin, G. Thomas, T. Trinick, & J. Young-Loveridge (Eds), Findings from the New Zealand Numeracy Development Project 2004 (pp. 107-114). Wellington: Ministry of Education.
45. Wadlington, E. and Wadlington, P. L. (2008). Helping Students With Mathematical Disabilities to Succeed.
46. Wilson, A. J, S. K. Revkin, and D. Cohen. (2006) An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions. 2006, 2;20. http://dx.doi.org/10.1186/1744-9081-2-20