Dyscalculia and the Davis methods
Mathematical understanding
runs throughout all areas of our lives. It measures change according to a unit
standard and enables us to establish order through the sequential steps, and to
assess the result. It is estimated that between 3 and 6% of the population
struggle with dyscalculia, an inability to conceptualise numbers and the number
facts.
The DfES defines
dyscalculia as:
‘a condition that affects the
ability to acquire arithmetic skills. Dyscalculic
learners may have difficulty understanding simple number concepts, lack an
intuitive grasp of numbers, and have problems learning number facts and
procedures. Even if they produce a
correct answer or use a correct method, they may do so mechanically and without
confidence.’
There are five main
problem areas commonly experienced by people with dyscalculia:
1.
Anxiety and stress
2.
Reading problems
3.
Memory difficulties
4.
Reasoning problems
5.
Arithmetical issues
Dyscalculia typically occur in thinkers who need to learn
through meaning who have failed to grasp the meanings behind some or all of the
mathematical symbols they have encountered. For these problems to be resolved,
a medium has to be found through which these meanings can be mastered. In the Davis programme, a
multi-sensory medium in the form of plasticine clay is used.
The Davis
approach looks at how confusion can arise in the learning process as a result
of symbols, terms, concepts and processes that are not understood; abstract
concepts are made a reality and confusions are “clayed out”, often with
dramatic results. Mathematics begins to make sense as it becomes related to
real-life concepts.
The Davis
approach acknowledges the dyscalculic person’s preferred learning style, namely
to learn through meaning and hands-on explanation, rather than by rote or
repetition, and uses multi-sensory teaching strategies before moving to the
traditional paper and pencil medium. The Maths Mastery Programme is an individualised
one-to-one programme, typically done over 30 - 45 hours.
The programme provides a unique and different
approach to address dyscalculia:
1. Anxiety and stress
·
Fluctuations
in concentration and ability
·
Increased
stress or fatigue
·
Anxiety and
exasperation
Studies have
shown that students with dyscalculia become confused and experience an
inability to concentrate as they become overwhelmed by their difficulties.
Reducing and managing anxiety is a key component of the Davis programme. The student is shown how to self-manage their
stress and energy levels using kinaesthetic tools. They are also given
strategies to help monitor and maintain concentration.
2. Reading problems
·
Reading and
understanding maths books
·
Feeling that nothing makes sense
·
Relating printed questions to mathematical
techniques
The reading correction strategies are used from the Davis Dyslexia
Correction Programme. The methods use the three dimensional learning style of
the dyslexic student.
The Davis
methods are based on the idea that there is something different in an
individual's thinking style; something of great value, that can be worked with
towards a greater understand of language and maths.
Since dyslexic
students think in pictures, they have difficulty thinking with the sounds of
words. The methods correct the learning disability, using the natural strengths
and talents of the individual's personal thinking and learning style. The
student is shown how to extract meaning from the written text.
The BDA estimates that about 40-50% of dyslexics show no
signs of dyscalculia and that, for some dyslexic pupils, difficulty with maths
may stem from problems with the language surrounding mathematical questions,
rather than with number concepts – e.g. their dyslexia may cause them to
misunderstand the wording of a question.
It is important to clarify whether a student is
struggling because of their reading difficulties or whether they truly have a
fundamental difficulty with maths concepts.
These factors are explored during the assessment and each programme is
individually structured to meet the student’s needs.
3. Memory difficulties
·
Remembering what different signs/symbols mean
·
Remembering formulae or theorems
·
Recalling dates, times, phone numbers etc.
A good memory for facts often depends on being able
to organise them into meaningful patterns.
If arithmetical procedures are just sequences of meaningless steps, then
they will be hard to remember and frequently misapplied.
Mathematical
symbols and processes all rest on a series of foundation concepts or universal
laws which have to be fully understood before maths can be mastered. The Davis facilitator takes
the student on an exploratory journey through the seven main concepts which
underpin maths.
For
example, one such concept is sequence, the principle that one thing such as a
number or quantity follows another. Another important concept is ‘time’ and all
programmes include a detailed look at how time relates to the student’s own
life.
Once
the student has mastery of these concepts, the programme then follows a series
of exercises to introduce arithmetical concepts and symbols. These small, careful steps ensure that the
student has a clear understanding of the meaning behind the symbols and
procedures.
Rote learning depends largely on auditory memory
and is unlikely to be a natural learning strategy for a dyscalculic child. The
exploratory nature of the programme is a more powerful learning tool. The student is also given ‘tools’ to
rediscover their visual and kinaesthetic learning, which will assist in
remembering formulae and telephone numbers.
4. Reasoning problems
·
Moving from concrete to abstract
·
Following steps in a mathematical process
The multisensory nature of the programme, the use
of plasticine clay, provides a basis for the student to experience the steps
within a mathematical process. Once the meaning is established, the student can
move intuitively from the concrete to the abstract.
5. Arithmetical issues
·
Understanding place value
·
Carrying out sums without a calculator
·
Difficulty in learning and remembering arithmetical
facts
Dyscalculic pupils often show a kind of rigidity
that accompanies rote application of a procedure that is not properly
understood. Once the underlying
mathematical concepts have been mastered, the student works through a series of
exercises and is encouraged to explore how the concepts are applied to
mathematics. The exercises are structured to ensure that the student
demonstrates, through the plastine clay, that each step is understood with
complete certainty before they progress further.
The programme ensures that they develop ‘numerosity’
and understand that ‘one is one’ and this relates to a standard. Once this is
understood the student can progress to look at ‘amount’ and develop an
understanding that a numeral represents a number.
The Davis approach acknowledges the dyscalculic
person’s preferred learning style, namely to learn through meaning and hands-on
explanation, rather than by rote or repetition, and uses multi-sensory teaching
strategies before moving to the traditional paper and pencil medium.
Please contact the DDFA www.unlocking-learning.co.uk if you
would like more information on dyscalculia and the Davis methods or to find a Davis Facilitator.
Professional services described as Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Math Mastery® may only be provided by persons who are employed by a licensed Davis Specialist, or who are trained and licensed as Davis Facilitators by Davis Dyslexia Association International.
