School Leaders, Teachers

Dyscalculia: Definitions and Beyond!

During these difficult times, a lot of us are finding that we have more time than usual to explore new hobbies, research new areas of interest and catch-up on our reading. Here at Lexplore Analytics we are no different, so although we are of course all about reading and literacy, sometimes it’s good to take a break and explore… Numbers!

As a teacher, I have always had an interest in maths and numeracy, partly in some ways I think, if I’m honest, because on a personal level I always struggled with maths, I don’t mind admitting, it was a challenge to achieve my GCSE Maths! So I never wanted my learners to struggle as I did when I was at school.

I really wanted to learn to teach numeracy well and inclusively. That led me to find out as much as I could about what constitutes good practice in maths teaching and of course find out more about how to support those who struggle with numeracy and therefore find out exactly what we mean by ‘Dyscalculia’.

Dyscalculia is becoming a more commonly understood learning difference. Often thought of as ‘dyslexia of number’, it is more than just being ‘not very good at maths’. Through my time at the British Dyslexia Association, I have been in the very privileged position to work with the leading experts in the field of Dyscalculia and Maths Difficulties. I can therefore highly recommend the work of Steve Chinn, Professor Mahesh Sharma and Professor Brian Butterworth to name a few.

As with any subject area, as our understanding grows, so our definitions and understanding develops. You can find out more about the latest thinking around this learning difference during my upcoming Lexplore Webinar, which will also look at what constitutes good practice. I hope you can join me!

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