Mathematics Learning Tools for Children with Dyscalculia

  1. Paul Walcott, The University of the West Indies, Barbados
  2. Nikisha Romain, The University of the West Indies, Barbados

Friday, June 23 10:15-10:45 AM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Sandra Williamson-Leadley, University of Otago College of Education, New Zealand

Basic arithmetic skills such as addition, subtraction and counting should be developed at an early age; however, some children do not develop these skills due to an impairment of their number sense. This disorder, known as dyscalculia, prevents the development of mathematical skills needed to survive in mainstream classrooms. In this paper, the results of a study of thirty children diagnosed with dyscalculia are presented. These participants used three Mathematics learning tools to practice addition, subtraction and counting. Pre- and post-tests revealed statistically significant differences in: the frequencies of correct answers; the overall test scores; and, the test scores for the Addition, Subtraction and Counting sections of the tests. Also, participant displayed characteristics of persistence and self-reliance while enjoying the activity. Although this is a case study, it demonstrates a possible method of improving basic arithmetic test scores in Dyscalculics.

ID
51311
Type
Full Paper: Other
Topics
Multimedia/Hypermedia Applications SIG: Emerging Technologies for Learning and Teaching
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