The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy DifficultiesNow in its fourth edition, with updates to reflect developments in our understanding of learning difficulties in maths, this award-winning text provides vital, pragmatic insights into the often-confusing world of numeracy. By looking at learning difficulties in maths and dyscalculia from several perspectives, for example, the vocabulary and language of maths, cognitive style and the demands of individual procedures, this book provides a complete overview of the most frequently occurring problems associated with maths teaching and learning. Drawing on tried-and-tested methods based on research and Steve Chinn’s decades of classroom experience, it provides an authoritative yet accessible one-stop classroom resource. Combining advice, guidance and practical activities, this user-friendly guide will help you to:
With useful features such as checklists for the evaluation of books and an overview of resources, this book will equip you with essential skills to help you tackle your pupils’ maths difficulties and improve standards for all learners. This book will be useful for all teachers, classroom assistants, learning support assistants and parents. |
From inside the book
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... become more recognised in education, though there is quite some way to go. A look at what dyscalculia might be and how it relates to the broader construct of mathematical learning difficulties may help our understanding of the reasons ...
... become accepted in everyday educational settings and thus for understandings to build from work from the Oshop floorL. Currently the vast majority of initial teacher training courses in the UK do not have content on dyscalculia. So ...
... becomes more varied with new topics introduced such as measure, algebra and spatial topics. Up to GCSE, despite the different headings, the major component remains as number. So, the demands of maths can be quite broad. This can be very ...
... become an effective mathematician. If failure is internalised as a negative attributional style31 by the learner then that potential may never be realised. If the mental maths is done as a lessonopener, then some children may never ...
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Contents
1 | |
2 Factors that affect learning | 24 |
3 What the curriculum asks pupils to do and where difficulties may occur | 47 |
4 Cognitive style in mathematics | 71 |
a pragmatic approach | 90 |
6 The vocabulary and language of mathematics | 110 |
7 Anxiety attributions and communication | 123 |
8 The inconsistencies of mathematics | 136 |
multisensory learning | 143 |
long division and fractions | 162 |
Appendix 1 Further reading | 178 |
Appendix 2 Checklists | 179 |
Appendix 3 Resources | 181 |
References and notes | 183 |
Index | 187 |
Other editions - View all
The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy ... Steve Chinn No preview available - 2020 |
The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy ... Steve Chinn No preview available - 2020 |
The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy ... Steve Chinn No preview available - 2020 |