Dyslexia is seen primarily as a limitation in the ability to deal with symbolic material. As far as the symbols of mathematics are concerned, therefore, special teaching techniques are needed, just as they are for the teaching of reading and spelling.
The book contains a wealth of material on individual cases and on children of different ages. Two central themes are discussed: first, that dyslexics need to carry out the operations of adding, dividing, and so on, before being introduced to the symbolism; and second that, because of their difficulties with rote learning, they need to be shown the many regularities and patterns which can be found in the number system. All the contributors have had experience of teaching dyslexic children at various levels.
About the Author, T. R. and E. Miles
Tim Miles is Emeritus Professor of Psychology at the University College of North Wales, Bangor and Elaine Miles is Course Advisor on Teacher Training at the College's Dyslexia Unit
Dyslexia is seen primarily as a limitation in the ability to deal with symbolic material. As far as the symbols of mathematics are concerned, therefore, special teaching techniques are needed. The contributors to this book argue and demonstrate that with suitable help dyslexics have every chance of being successful at mathematics. Annotation c. Book News, Inc., Portland, OR (booknews.com)
