1

Dyscalculia and Dyslexia: graphical differences Clare Trott

This session

• Definitions

• Two students

• One Task

• Issues arising

• Summary

• Reading the question

• Iconicity

• Transcription errors

• Axes and scales

• Understanding the text book

• 2-D scatter plots 2 January 2015

Dyslexia Dyscalculia

Sheffield

Dyslexia “likely to be present at birth and to be

lifelong in its effects. It is characterised by

difficulties with phonological processing,

rapid naming, working memory, processing

speed and the automatic development of

skills that may not match up to an

individual’s other cognitive abilities. It tends

to be resistant to conventional teaching

methods, but its effects can be mitigated by

appropriately specific intervention…”

(BDA, 2007)

Sheffield 3 January 2015

Dyslexic people are likely to think visually or

laterally in some learning situations where

neurotypicals would be more likely to think

verbally or logically.

Problem Solving

Cooper (2006)

Dyslexic 80% 20%

Non-Dyslexic

55% 45%

Sheffield 4

Dyslexic students STEM subjects

• Appears less literacy skills

• Practical

However:

• Mathematics is

– Logical analytical system

– hierarchical structures

Sheffield 5

zeta a b J f

January 2015

…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. Even if they

produce a correct answer or use a

correct method, they may do so

mechanically and without

confidence

Dyscalculia

January 2015 6

The National Numeracy Strategy (DfES, 2001)

• “acquire ” emphasises acquisition

rather than carrying out arithmetic

procedures.

• “difficulty understanding simple

number concepts, lack an intuitive

grasp of numbers” placing

understanding at the core of

dyscalculia

Key Features

January 2015 7 Sheffield

“A lack of a true comprehension or

understanding of maths will be a key

characteristic of dyscalculic people” Chinn S. (2006)

However:

“Learning number facts and

procedures” : more dyslexia related?

January 2015 8 Sheffield

9 January 2015 Sheffield

Subitising 1 How many dots?

10 January 2015 Sheffield

Subitising 2 How many dots?

Need to count?

Two Students

One Problem

January 2015 Sheffield 11

Fiona: dyscalculic

• Strengths

Reading, writing skills

Reading comprehension

– Verbal learner

Sequential thinking

• Weaknesses

Larger numbers

Number lines

Maths anxiety

Understanding number

Libby: dyslexic

• Strengths

Verbal Comprehension

Perceptual reasoning

– Visual learner

Conceptual thinking

• Weaknesses

Reading: accuracy, speed

Working memory

Processing speed

Visual stress

Sheffield 12 January 2015

The Task: Countryside Management

Task:

a) Using a quadrant sampling technique,

investigate the prevalence of Oak, Ash and

Elm trees within 3 different types of

woodland.

b) Display your results in a table and then draw

a suitable graph.

c) Compare your results with the example in

the text book.

Sheffield 13 January 2015

Reading the Question

Fiona Libby

Sheffield 14

• Fine BUT Maths words Anxiety

• Issue

Data

Correlate

Graph

0

10

20

30

40

50

60

70

A B C

Woodland Type

Oak

Ash

Elm

0

10

20

30

40

50

60

70

A B C

Woodland Type

Oak

Ash

Elm

Iconicity Fiona Libby

15

Woodland Type

A B C

Oak 45 6 24

Ash 23 58 27

Elm 13 43 19

Woodland Type

A B C

Oak 45 6 24

Ash 23 58 27

Elm 13 43 19

0

10

20

30

40

50

60

70

A B C

Woodland Type

Oak

Ash

Elm

✓ Woodland Type

A B C

Oak 45 6 24

Ash 23 58 27

Elm 13 43 19 ?

✗

? Woodland Type

A B C

Oak 45 6 24

Ash 23 58 27

Elm 13 43 19 ?

0

10

20

30

40

50

60

70

A B C

Woodland Type

Oak

Ash

Elm✓

Transcription Errors

Fiona

• Fine

BUT

– May result from maths anxiety

Libby

• Issue

Sheffield 16

0

20

40

60

80

A B C

Oak

Ash

Elm0

20

40

60

80

A B C

Oak

Ash

Elm

January 2015

Axes and Scale

Fiona

• BIG numerical issues

– No. lines

– Big nos.

– Equal divisions

– Decimals

– Sense of linearity in

scale

Libby

• Visual stress

• Make accessible

Sheffield 17 10 20 30

Understanding the Text Book

Fiona

• Reading comprehension

– fine

BUT

• Stats/graph avoidance

• Maths anxiety

• Understanding comes

from text

Libby

• Reading comprehension

– issue

AND

• Understanding comes

from stats/graph

Sheffield 18 January 2015

2-Dimensional: scatter plot

Fiona

• Understanding graphs

– Issue

• Bar chart

• Scatter plot

Libby

• Understanding graphs

– Fine

Sheffield 19 January 2015

Summary of Key Issues

Sheffield 20

Issue Dyscalculia Dyslexia

Reading Question

Iconicity

Transcription Errors

Axes/Scales

Understanding book TEXT GRAPH 2D

• Not absolute

• Individual

January 2015

Workshop: Scenarios

1. Nick, Economics, dyslexic

2. Lucy, Fine Art, dyscalculic

3. Dinesh, Mathematics, dyslexic

January 2015 Sheffield 21

Alison: dyscalculic and dyslexic • Challenge!

• What barriers would Alison face?

• How might support enable her to overcome these?

Sheffield 22 January 2015