Coverart for item
The Resource Dyscalculia, Glynis Hannell

Dyscalculia, Glynis Hannell

Label
Dyscalculia
Title
Dyscalculia
Statement of responsibility
Glynis Hannell
Creator
Subject
Language
eng
Summary
This book provides classroom and special education teachers with an overview of maths disorders, and provides a wide range of appropriate intervention strategies. It addresses the issues in a very direct and user-friendly way, and provides an invaluable resource for teachers, TAs, and parents to 'dip into'. Although written in a very straightforward, accessible style, the book is pedagogically sound and will strike chord with professionals. It takes readers through the cognitive process that's underpins success in mathematics and gives examples of why difficulties occur in individual
http://library.link/vocab/creatorName
Hannell, Glynis
Dewey number
371.92
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/subjectName
  • Acalculia in children
  • Acalculia
Target audience
specialized
Label
Dyscalculia, Glynis Hannell
Instantiates
Publication
Antecedent source
unknown
Color
multicolored
Contents
  • Cover; Title; Copyright; Contents; SECTION ONE: INTRODUCTION TO DYSCALCULIA; Chapter 1 Understanding dyscalculia; What is dyscalculia?; How common is dyscalculia?; Are dyscalculia and dyslexia the same thing?; What causes dyscalculia?; The brain and mathematics; Dyscalculia and language; Dyscalculia and visuospatial skills; Dyscalculia and memory; Dyscalculia and attitudinal and emotional factors; Identifying pupils with dyscalculia; SECTION TWO: EFFECTIVE TEACHING A -- EFFECTIVE LEARNING; Chapter 2 The biological basis of learning; How does the brain 'learn'?
  • Action plans for successful learningChapter 3 Making mathematical connections; Seeing the world through mathematical eyes; Making connection with what the child already knows; Learning has to make sense and fit into the big picture; Learning is better if it occurs in multiple contexts; Making sense of manipulatives; Generalising learning; Parents are important teachers: help them to make the connections; Understanding the purpose of mathematics; Action plans for successful learning; Chapter 4 Assessment; What is valued?; what does competence look like?; Working it out your own way
  • Let the errors tell the storyDon't get caught not knowing; Pupils who evaluate their own learning know what counts; Action plans for successful learning; Chapter 5 Individual differences and mathematics; Matching teaching style to learning style; Using the theory of multiple intelligences; Verbal-linguistic intelligence; Interpersonal intelligence; Kinesthetic intelligence; Naturalist intelligence; Musical, rhythmic intelligence; Intra-personal intelligence; Spatial intelligence; Logical-mathematical intelligence; Aesthetic intelligence; Action plans for successful learning
  • Chapter 6 Confidence and mathematicsEffective learning environments foster self-confidence; Confidence grows from the belief that you can succeed; Anxiety disrupts thinking; Action plans for successful learning; SECTION THREE: UNDERSTANDING THE NUMBER SYSTEM; Chapter 7 Introduction to understanding the number system; Dyscalculia and the number system; Chapter 8 Counting; Saying the correct sequence; Using 1:1 correspondence when counting; Action plans for successful learning; Using counting skills flexibly; Action plans for successful learning; Classification and counting
  • Action plans for successful learningCounting in any order, counting each item once.; Action plans for successful learning; Chapter 9 Understanding the base 10 system; Base 10 and dyscalculia; Action plans for successful learning; Chapter 10 Understanding place value in written numbers; Place value and dyscalculia; Action plans for successful learning; Chapter 11 Composition and decomposition of numbers; Dyscalculia and composition and decomposition of numbers; Action plans for successful learning; Chapter 12 Order of magnitude of numbers and their relationship with each other
Control code
ocn858861693
Dimensions
unknown
Extent
1 online resource (128 pages)
File format
unknown
Form of item
online
Isbn
9781134027187
Level of compression
unknown
Note
Taylor & Francis
Other physical details
illustrations
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)858861693
Label
Dyscalculia, Glynis Hannell
Publication
Antecedent source
unknown
Color
multicolored
Contents
  • Cover; Title; Copyright; Contents; SECTION ONE: INTRODUCTION TO DYSCALCULIA; Chapter 1 Understanding dyscalculia; What is dyscalculia?; How common is dyscalculia?; Are dyscalculia and dyslexia the same thing?; What causes dyscalculia?; The brain and mathematics; Dyscalculia and language; Dyscalculia and visuospatial skills; Dyscalculia and memory; Dyscalculia and attitudinal and emotional factors; Identifying pupils with dyscalculia; SECTION TWO: EFFECTIVE TEACHING A -- EFFECTIVE LEARNING; Chapter 2 The biological basis of learning; How does the brain 'learn'?
  • Action plans for successful learningChapter 3 Making mathematical connections; Seeing the world through mathematical eyes; Making connection with what the child already knows; Learning has to make sense and fit into the big picture; Learning is better if it occurs in multiple contexts; Making sense of manipulatives; Generalising learning; Parents are important teachers: help them to make the connections; Understanding the purpose of mathematics; Action plans for successful learning; Chapter 4 Assessment; What is valued?; what does competence look like?; Working it out your own way
  • Let the errors tell the storyDon't get caught not knowing; Pupils who evaluate their own learning know what counts; Action plans for successful learning; Chapter 5 Individual differences and mathematics; Matching teaching style to learning style; Using the theory of multiple intelligences; Verbal-linguistic intelligence; Interpersonal intelligence; Kinesthetic intelligence; Naturalist intelligence; Musical, rhythmic intelligence; Intra-personal intelligence; Spatial intelligence; Logical-mathematical intelligence; Aesthetic intelligence; Action plans for successful learning
  • Chapter 6 Confidence and mathematicsEffective learning environments foster self-confidence; Confidence grows from the belief that you can succeed; Anxiety disrupts thinking; Action plans for successful learning; SECTION THREE: UNDERSTANDING THE NUMBER SYSTEM; Chapter 7 Introduction to understanding the number system; Dyscalculia and the number system; Chapter 8 Counting; Saying the correct sequence; Using 1:1 correspondence when counting; Action plans for successful learning; Using counting skills flexibly; Action plans for successful learning; Classification and counting
  • Action plans for successful learningCounting in any order, counting each item once.; Action plans for successful learning; Chapter 9 Understanding the base 10 system; Base 10 and dyscalculia; Action plans for successful learning; Chapter 10 Understanding place value in written numbers; Place value and dyscalculia; Action plans for successful learning; Chapter 11 Composition and decomposition of numbers; Dyscalculia and composition and decomposition of numbers; Action plans for successful learning; Chapter 12 Order of magnitude of numbers and their relationship with each other
Control code
ocn858861693
Dimensions
unknown
Extent
1 online resource (128 pages)
File format
unknown
Form of item
online
Isbn
9781134027187
Level of compression
unknown
Note
Taylor & Francis
Other physical details
illustrations
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)858861693

Library Locations

    • InternetBorrow it
      Albany, Auckland, 0632, NZ
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