How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?

Annemie Desoete

doi:10.1155/2012/346858

Abstract

In this study, children with a mathematical learning disability ( 𝑛 = 1 4 ) and age-matched peers without learning disabilities ( 𝑛 = 1 4 ) as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano) and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.

Highlights

It is hard not to overemphasize the importance of mathematical literacy in our society
There were no significant differences between children with mathematical learning disabilities (MLDs) and the age matched peers without learning problems on intelligence (t26 = −1.286, P = NS) the decoding skills of existing words measured with the EMT (t26 = −.986, P = NS) or nonsense words on the KLEPEL (t26 = −1.673, P = NS)
All children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers compared to age-matched peers without learning problems

Summary

Introduction

It is hard not to overemphasize the importance of mathematical literacy in our society. We need to be on time, pay bills, follow directions or use maps, look at bus or train timetables or comprehend instruction leaflets and expiry dates. A lack of mathematical literacy was found to affect people’s ability to gain full-time employment and often restricted employment options to manual and often low-paying jobs [1]. Even in music mathematical skills are needed to perceive rhythmic patterns. Music depends on symbols (notes) and fractions, as well as on rapid note number, note order, pitch, timbre, and melody detection and discrimination as well as on temporal processing and timing skills. Differences in mathematics between and within individuals are normal. Teachers are expected to cope with learning differences and to adjust their teaching style to the needs of all students. In some cases these differences appear to be so severe or resistant that they can be considered as characteristics of “problems” or even “disabilities.”

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Conclusion