Primary Numeracy: Develop Cardinality and Number Sense
Labels like dyslexia and dyscalculia may garner services, but do not define these services. Understanding the dynamics behind the label, as well as the neurodivergent individual's constellation of cognitive metrics is essential to develop an effective educational plan of action. Dehaene's Triple Code Model will be used to describe the basis for our ability to count and process numerosity. The acquisition of numeracy involves the dynamic interaction between quantities, symbols, and the language used to represent them. The ability to connect quantities with their spoken and written labels predicts the development of arithmetic skills. When complexity increases within the academic context of math, other individual-specific cognitive factors can become the limiting factor in acquiring numeracy. Examples of these factors along with some diagnostic-prescriptive therapies will be presented.
A student with dyslexia who is confused by typical math instruction can excel when instructed in a way that always shows the big picture first, uses visual-spatial images, and directly examines how the parts are connected to the whole. This program is quite different from how most of us were taught math, and it is different from most modern curriculum approaches as well. Number sense is developed by establishing a robust understanding of quantities so that their values may be compared. The methodology to be presented enables such comparison by limiting demands on language processing, working memory, and executive function skills.
Learning and memory research tells us that multisensory integration is absolutely vital for children who have learning difficulties, as well as the best way to teach all students. Experiential, gross-motor activities provide a powerful approach to interact with recognizable whole-to-part visual models. Students develop language skills necessary to describe math concepts and relationships as they perceive and process them. Simply put, students take patterns apart, then reassemble them while describing the process. Various games and activities involving both fine and gross motor skills will be demonstrated, and supported with free online materials.
Offered in three formats: 1.5 hour overview, 1 day seminar, or 2-day hands-on workshop
Contact Chris@Woodinmath.com to arrange a presentation at your school or event.
Graduate Course Handouts
Teach Numeracy: Addition and Subtraction from Whole-to-Part
The skill base covered in this course is traditionally taught from Pre-K through grade 2, however, these skills are frequently underdeveloped or lacking in students with LBLD at higher grade levels.
A significant number do not acquire these skills without this specific prescriptive remediation.
As a result of engaging in the technology demonstration, the participant will be able to show how to access and download online materials from the WoodinMath website.
As a result of engaging in various activities, the participant will be able to demonstrate how to prompt a student to produce oral addition and subtraction facts using a visual, or tactile-kinesthetic prompt.
As a result of engaging in various activities, the participant will be able to demonstrate how to prompt a student to perform a regrouping step using patterns of base ten manipulatives.
As a result of practicing various fluency exercises, the participant will be able to assess whether a student is functionally fluent within a given addition fact family.