Challenges Faced With Educating Students With Numeracy Difficulties

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

Casey, J., McLaughlin, T. F., Weber, K. P., & Everso, M. (2003). THE EFFECTS OF FIVE MINUTE PRACTICE, UNLIMITED PRACTICE, WITH SAFMED CARDS ON CORRECT AND ERROR RATE IN MATH FACTS FOR TWO ELEMENTARY SCHOOL CHILDREN WITH LEARNING DISABILITIE. International Journal of Special Education, 66-72.

"More than 10% of normal children in primary schools have learning difficulties to some extent" (Holle, 1976). Teachers should try to find the problem the student is having and find them the help they need by consulting with parents or counselors.

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

The school’s curriculum priorities focus on literacy, numeracy and science and provides a range of enriching learning opportunities and experiences for students (Victoria Point State School, 2015). In regard to literacy and numeracy, the school aims to increase reading and number understanding by coordinating focus reading groups across year level cohorts and offers focus numeracy groups with additional teacher aide support (Victoria Point State School, 2015). Furthermore, to assist with reading and numeracy support, the school has additional teachers and teacher aides to target this (Victoria Point State School, 2015).

activities for literacy, numeracy, ICT and problem solving when working with children in the class.

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

The learning provision for numeracy development for children is very important from the beginning of their learning platform as maths is a key in every day live for everyone.

She has difficulty time with the concept of subtracting larger numbers, for example, 20-4. She, also, struggled in understanding word problems and keywords in the word problem to understand if the math problem is addition or subtraction.

The challenges and barriers identified for teachers are directed at meeting the individual needs of their students. The lack of time and the need for more expertise in the area are a matter of concern for students with dyslexia. Lack of teacher training and expertise creates difficulties when considering the importance of teachers to be able to create Individualised Learning Programs which will effectively accommodate these learning difficulties.

To develop learners minimum core skills during the lesson, I encourage learners by asking them to read particular hand-outs orally, they also practise both language and literacy skills. It is vital to be able to talk with my learners on numeracy and provide support where required. I gave my learners work to do with numbers and convert time to their own country’s time to practice their numeracy skills. The use of ICT gives learners to think outside of the classroom, it is an engaging way of introducing new content and also an excellent means of motivating conversation. It also promotes an inclusive learning approach, as long as this technology is available to all learners. I also encourage my learners to do their work online. I embedded ICT minimum core skills in this way.

Of the fifty students, 15 students in the grades of 9th through 12th have a noted mathematical disability. This percentage is comparable to other states and territories, according to Louden et al., 2000) Special Learning Needs Programs varies between states and territories but average 10% to 20% of the general population. Math difficulties range from mild to severe. Research attempting to classify these has yet to be validated or widely accepted, so caution is required when considering descriptions of differing degrees of math disability. (Garnett, 2015) One of the major mathematical disabilities in the local high school is dyscalculia. Dyscalculia is a brain-based math disability that can affect different areas of math learning and performance. (Morin, 2014). Morin (2014) further states that scientist do not know for sure how many people are afflicted with dyscalculia because there is not one set of criteria to classify severe math difficulties and their is not a database containing this information. Other mathematics related disabilities are dyslexia (56% also have problems in math), ADHD, math anxiety, and genetic disorders such as fragile x. The United States is not the only county that seems to have a notable problem, Australia also set-up plans to report and monitor their students with disabilities. Australia reports their disabilities between 3 and 5% of the total school population (van Kraayenoord, Elkins, Palmer, & Rickards, 2000). Like the United States, Australian schools are “under a positive obligation to make changes to reasonably accommodate

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).