Abstract
Many dyslexic children have problems in math, particularly the multiplication tables, fractions, decimals, percentages, ratios, and statistics. A dyslexic student usually requires extra teaching, mainly as new concepts do introduce. With this subject, it is vital to grasp each concept thoroughly before moving on. Although research has indicated that difficulties in language experienced by dyslexic people frequently go hand in hand with problems in mathematics, there has been too little emphasis on expert study for those having problems with math (Henderson, 2013). With the help of specialist teaching and the introduction of effective strategies into their learning, these people can get higher levels of mathematical understanding and functioning. This paper will examine how dyslexia can affect mathematics teaching and how cognitive weakness can affect mathematics teaching for dyslexic learners. Then explore how to assess and diagnose the mathematics difficulties for students with dyslexia. The researcher will also consider how to facilitate mathematical learning in children with dyslexia. Keywords: Dyslexia, Mathematics, Early identification DOI: 10.7176/ADS/95-05 Publication date: October 30 th 2021
Highlights
The children's dyslexia has specific writing and spelling problems and sometimes a particular problem in mathematics included (British Dyslexia Association, 2002)
Research results claim that about 60% of people with dyslexia have some problems with school math (Chinn & Ashcroft, 2017)
Methods of helping a person with dyslexia depend on the level of their weaknesses
Summary
The children's dyslexia has specific writing and spelling problems and sometimes a particular problem in mathematics included (British Dyslexia Association, 2002). Of the 40% of people with dyslexia who do not seem to have math difficulties, about 11% of people with dyslexia do well in mathematics. Surveys say that between 2-4 percent of people may have severe dyslexia, about one in each classroom – and more may have milder forms (Yeo, 2008). It is, significant that all teachers are aware of methods to help people with dyslexia. The term specific learning difficulty used to be equivalent to dyslexia. People do not all learn identically, and, as math is a very sequential subject, each new idea builds on previous learning; failure can be cumulative. Riddick (2012) states that going back to mathematical themes may be essential to solving math problems
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