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- abstract below

Practical methods for attacking and checking mathematics questions

Richard Ashcroft

Mark College, Somerset sula.anne@lycos.com

Abstract

It is well accepted that dyslexic pupils should have the benefit of structure during the processes of understanding, learning and practising the subject of mathematics. At the end of this series of processes, there comes a point when the subject has to be applied to problem questions, most significantly in test or examination situations. At this point, a structured approach is certainly no less necessary than before. Dyslexic students need to be shown, formally: (1) how to interpret a question, so as to use their preferred style of working, exploit their strengths and circumnavigate their weaknesses; (ii)how connections are made between the various techniques and items of knowledge needed for a question to be answered. This presentation will describe a small number of practical suggestions for 'attacking questions'. These can be shown to dyslexic pupils to help them successfully express their knowledge at this crucial stage. For a thorough understanding and preparation for all the different questions they might be asked to solve, pupils need to understand any topic in ways describable as 'forwards, backwards, upside down and inside out'. One approach to achieving such an understanding is to study procedures for checking methods and answers.This presentation will conclude by outlining as many 'methods of checking' as time will allow.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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