Why Johnny Can’t do Math- and What to do About it.

A student with specific learning disabilities who is confused by typical arithmetic instruction can excel when instructed using methodologies that are tailored to address their primary areas of weakness. Dyscalculic deficits in quantity representation are developed by establishing a robust understanding of visual patterns of quantities so that their values may be compared in a relational context. Math disabilities resulting from general cognitive deficits in language processing, executive functioning or memory systems can be addressed using whole-to-part, multimodal therapies that show the big picture first, and structures how the parts are connected to the whole. Students develop language skills necessary to describe math concepts and relationships as they perceive and process them. Simply put, students take familiar 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.

Drive Instruction from Whole-to-Part