Dyslexia and Mathematics
Dyslexia and Mathematics by Thomas Richard Miles, published by Psychology Press in 1992, explores the challenges faced by individuals with dyslexia in understanding mathematical symbols. This edition, comprising 127 pages, delves into the necessity for specialized teaching techniques tailored to the unique needs of dyslexic learners, paralleling methods used in reading and spelling instruction.
The book presents a comprehensive examination of individual cases and children of varying ages, focusing on two main themes. It emphasizes the importance of allowing dyslexic students to engage in mathematical operations like addition and division before introducing symbolic representations. Additionally, it highlights the need for these learners to recognize patterns and regularities within the number system, addressing their difficulties with rote learning. This resource is relevant for educators and professionals involved in special education and educational psychology.
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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.
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