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ERIC Number: ED240823
Record Type: Non-Journal
Publication Date: 1983
Pages: 5
Abstractor: N/A
Reference Count: N/A
Math & the Dyslexic: Making the Abstract Concrete.
Kitzen, Kay
Suffolk Branch - Orton Dyslexia Society Spotlight, v2 n2 p6-7,3 Fall 1983
Math historian Morris Kline suggests that math instruction should be made concrete and that teachers should not turn kids off by making intuitively understood concepts complex through the use of fancy language. He advocates using pictorial representations and examples of actual physical occurrences. The dyslexic student has special difficulties in math which require even more teaching modifications. Gene Watson, a psychologist from Virginia, believes the problem is lack of training in teaching math and especially in teaching math to learning disabled students. A learning disabled student might have difficulty with sequencing, knowing left from right, borrowing, regrouping, and/or understanding the language of math. A study by Byron Rourke, psychology professor at the University of Windsor, Ontario, indicated that math learning problems are as various as dyslexias and may originate in different parts of the brain. Math specialist Joyce Steeves believes that the educational system creates much of the learning disabilities in math. Children should not be rushed into left brain tasks too early. A study by Dr. Steeves illustrates the difficulties of identifying mathematically gifted dyslexic students. Gifted dyslexics may score below average on computation, although they are on a par with gifted non-dyslexics on higher level abilities such as abstract reasoning. (DC)
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A