Sadly, the book didn’t go that far, and after some worked examples and plenty of practice questions (answers in the back of the book), we moved onto Chapter 2; place value and decimals. It would be fair to say that initial teacher training does little to prepare a teacher to meet the individual needs of all the children they are presented with. It explains and explores a range of specific learning differences and encourages the children to develop their metacognitive awareness. Since she has trouble with decimals, fractions, and percentages, I had my TA read through that section of the book. Potentially more useful for teachers (and parents) looking for ways to teach, than for the students themselves.

It is the driving force behind successful strategies and interventions for many neurodiverse children. We have all, as teachers, experienced the frustration of just not knowing how to get through to a child. We really need to kick that notion into the long grass and have these simple manipulatives available for all children, all the time.In any maths classroom there will be children with dyslexia, dyscalculia, dyspraxia and ADHD, plus many more neurodiverse ways of thinking. We can all learn maths, we just need the right environment, the right support, and the right mindset. This is the first GCSE maths study guide (covering number, proportion and algebra) that uses engaging multisensory methods of learning for students with specific learning differences. When it comes to acquiring mathematical knowledge, certain adjustments are required for neurodiverse students. GCSE Maths for Neurodivergent Learners has been written to enable children to understand their neurodiversity better and to understand how it impacts on their learning.

The way in which the material is presented is quite efficient, and the practise questions are of great assistance. The layout of the page, along with the worked examples and explanations, helped her make sense and comprehend a topic that she had previously found incomprehensible. I teach a L3 Teaching Assistant Apprenticeship Program and all my TAs have to pass level 2 functional skills in Maths and English before the end of the program (or have a suitable alternative qualification.We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. The focus on readers learning how and why a method works and the positive 'can do' attitude that permeates the whole text make the book an absolute boon to anyone who feels that maths is not for them. Packed to the brim with useful strategies and practical tips, it is aimed at those overlooked by more traditional styles of teaching. Students will be able to put their newly acquired knowledge to the test with the book’s plenty of practise problems.

The 103 third parties who use cookies on this service do so for their purposes of displaying and measuring personalized ads, generating audience insights, and developing and improving products. For anyone with a child in Y 9, 10 or 11 who really struggles with maths, time spent familiarising your child with the techniques, strategies and resources would be time well spent and help build your child's confidence and understanding.Whilst manipulatives for maths are commonplace in primary school, they are much scarcer in secondary school and if used at all will be often associated with the stigma of ‘having to use the equipment’ something that is reserved for the children that don’t understand. The author of this book has collated the strategies for teaching that are particularly suited to the needs of neurodiverse students, and they have presented it in this volume. I could get on board with this chapter, the grid method is common, easily used wherever I am (even if my hand drawn grids look a little tipsy) and quite simply, simple. I was still in ‘teacher knows best’ mode and I believe that was a great disservice to the children that I taught when I was straight out of teacher training. The study guide covers fundamental topics in a straightforward, easy to follow way with useful visual images and practical examples to aid understanding.

I am a specialist dyscalculia teacher (ADT) and although I am originally a trained primary teacher, I often help older pupils with maths difficulties. It provides valuable insight (for the learner and those working with them) into the challenges being neurodiverse can have on the acquisition of maths, but then offers essential tips on overcoming these challenges to achieve success. You should think about the fact that some students might not like reading about themselves in this style or might not be able to read it at all.

The primary goal of this introduction is to define the range of neurodiversities that this book is intended to serve. Further chapters of the book focus on factors and primes, directed numbers, indices, ratio and proportion, algebra, equations and inequalities, and even quadratics. The book illustrates the effective use of a wide range of resources and manipulatives, and shows the children how important visualisation is in learning maths.