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INNOVATIONS DDIG Conference 13 th April 2005 Anne Mitchell Helen Arkell Dyslexia Centre

Maths Matters in Higher Education. INNOVATIONS DDIG Conference 13 th April 2005 Anne Mitchell Helen Arkell Dyslexia Centre. Does Maths Matter?. Numeracy problems impact more negatively on job prospects than literacy problems

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INNOVATIONS DDIG Conference 13 th April 2005 Anne Mitchell Helen Arkell Dyslexia Centre

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  1. Maths Matters in Higher Education INNOVATIONS DDIG Conference 13th April 2005 Anne Mitchell Helen Arkell Dyslexia Centre

  2. Does Maths Matter? Numeracy problems impact more negatively on job prospects than literacy problems Bynner, J. & Parsons, S.(1997) Do Numeracy Skills Matter? –Basic Skills Agency

  3. Does Maths Matter? The connection between numeracy levels and earnings is more significant than the connection between literacy levels and earnings The Skills for Life Survey – A national need and impact survey of literacy, numeracy and ICT skills. DfES, 2003

  4. Does Maths Matter? • Higher Education – new challenges • Transition – environmental, independence, responsibilities, friendships • Organisational skills – previewing, planning, time, space, possessions, ideas • Finances – budgets, banking, employment

  5. Does Maths Matter? • Maths is the Subject • diversity • maths curriculum • in school • teaching methods • Maths in the Subject • economics • sociology • psychology • business & finance • geography • archaeology

  6. Lumpers and Splitters SpLD Dyscalculia Dyslexia Dyspraxia Attention deficit Dysphasia

  7. Co-morbidity Dyslexia Dyspraxia ADD Dyscalculia

  8. Co-morbidity Dr Alex Richardson Dyslexia and dyspraxia co-occur in 50% of cases. Dyslexia and ADD = co-occur in 30-50% of cases. Dyspraxia and ADD co-occur in 50% of cases Dyslexia Dr Angela Fawcett 30% of learners with dyslexia also have other specific learning difficulties Dyspraxia ADD Dyscalculia

  9. Definition Dyslexia: Is best described as a combination of abilities and difficulties which affect the learning process in one or more of reading, spelling, writing and sometimes numeracy. Accompanied weaknesses maybe identified in areas of speed of processing, short-term memory, sequencing, auditory and/or visual perception, spoken language and motor skills. The Dyslexia Handbook, British Dyslexia Association, 2000

  10. Dyslexia and Mathematics Incidence Between 2% and 15% of the population have dyslexia (Parliamentary Office of Science and Technology, Postnote No.226, July 2004) 10% of the population have dyslexia (Butterworth, 1999) Of these: 60% have significant problems with arithmetic and mathematics (Joffe, L. 1980) 40% have difficulty with mathematics (Butterworth, 1999)

  11. Students may experience difficulties with: Speed of Processing Working Memory Sequencing Language Auditory/visual perception Motor Skills Literacy skills

  12. Maths Language(s) same as in general use in general use but different meaning subject specific visual symbolic

  13. DfES Definition Dyscalculia is: …a condition which affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. (2001)

  14. Mahesh Sharma - Definition Dyscalculia is: A disorder in the ability to do or to learn mathematics ie. Difficulty in number conceptualization, understanding number relationships, and difficulty in learning algorithms and applying them. (1990) The dyscalculic individual may have sufficient intellectual ability and proper motivation, yet, the individual will show lower than average mathematical age in relation to normal mental age. (1990)

  15. Dyscalculia Incidence About 7% of children have some form of learning disability in maths (Geary, 1996) 4-6% of the population have dyscalculia (Butterworth, 1999)

  16. Brian Butterworth in 'The Mathematical Brain'. • Number Module • numerical ‘start-up’ kit • categorises world according to numerosities • ability to subitize Hard-wired Located in the left parietal lobe

  17. Brian Butterworth in 'The Mathematical Brain'. Subitizing: Recognising number of dots without counting

  18. Sending Messages For Survival Maths Phobia Neo-Cortex Thinking Limbic System Stress and Anxiety Survival Hormone release Learning becomes impossible

  19. Sending Messages For Survival • REPTILIAN BRAIN • Ancient part of the brain which activates predetermined and learned survival behaviours Increased heart rate Increased BP Blood drained from neo-cortex Large muscles tense

  20. Challenges Research Identification Support

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