Attacking the “Math Monster”

This article from HSLDA helped me so much.  One of my daughters is extremely creative, smart, and bright.....but struggles incredibly in math.  I found some new ideas/approaches here that I think may really help.  Maybe they will you too.   rb

Attacking the “Math Monster” Strategies for Success with Struggling

By Faith Berens

Throughout my schooling, I struggled with understanding math concepts, memorizing math facts, and remembering steps in math problem-solving processes. I remember homework sessions filled with tears, yelling, and frustration. I felt so dumb and compared myself to my older sibling who was a math whiz! When it came to math, I couldn’t “get it” and recall making statements like “I just can’t see it!”

Why is my child struggling with math?

Sometimes, children experiencing math difficulties may have visual processing difficulty, such as an eye-tracking problem, or number reversals and transpositions of number order. In other cases, the struggles stem from sequencing problems or memory deficits. Math requires sets of procedures to be followed in a sequential manner, and those experiencing memory deficits will struggle with remembering the order of operations. Other times, a child who struggles with math does not have an information-processing problem, but rather, he just “can’t see the forest for the trees.” In other words, these children are confused with many math steps whirling about in their head that are not attached to any math process, that they are so confused. They have been taught the “pieces”, but cannot see the whole.

Let’s look at what is required to learn math easily. There are basically two steps in learning math:

1. Understanding and remembering the math processes(addition, subtraction, division, fractions, percents, etc.)
2. Memorizing the math facts.

The term “dyscalculia” essentially refers to a learning disability for mathematical or arithmetic concepts. Students with math-related learning disabilities have weaknesses in many of the following: sequencing numbers, solving equations and formulas, performing “mental math”, computing accurately, understanding mathematical concepts, working word problems, and using mathematical terms appropriately. These students often make careless errors and choose the wrong operation. Other difficulties in math are often related to a form of math phobia or math anxiety. My early struggles with math, negative feelings, and fear led to later problems with math and test anxiety.

While there is no singular, clear-cut diagnostic test or clearly defined criteria that are used to define dyscalculia, the Woodcock Johnson III, Tests of Achievement usually reveal difficulties in math.

What can I do at home to help my child with his math difficulties?

Things you’re likely already doing:

• Use fun approaches for the basics, such as card games and computer games.
• Use music, movement, rhymes, and chants to help cement memorization.
• Use manipulatives and hands-on materials, such as everyday objects.
• Use a multi-sensory approach to teaching math, such as the Touch Math program.
• Look for workbooks that have large spaces to write in, few review problems, and not a lot of visual clutter.
• Provide concrete materials to build a strong foundation of concepts before moving into abstract concepts.
• Help your child to visualize and provide real life opportunities and situations, especially when working on problem solving and word problems.

Some other approaches:

• Model, model, model the problem-solving process, showing your child how to do it (using color and picture), before having him work on his own.
• Teach math processes “in depth” by using booklets comprised of all of one type of math problem, for instance, subtraction (such as Key Math or Spectrumworkbooks). That way a child who is “brittle” in math has the opportunity to really learn a concept inside and out.
• Make a math “template” or example of the math concept/processes as you teach them (I like to use chart paper or poster board from the local teacher store.). Hang this template/example up high so he can readily refer to it. This rich representation with color and pictures will help your child store it in his long-term memory!
• Use color, pictures, and humor (such as silly stories) when teaching math facts.
• Have your child work out practice problems on a white board using different and vivid colors. Make sure the process is firmly cemented before moving into pencil/paper or workbook practice.

What curriculum is best?

In some instances, specific curricula are available that will be best suited to match the child’s learning style and special needs. One example is the book Teaching Math To Children with Down Syndrome and Other Hands-On Learners, published by Woodbine House.

Other times a parent doesn’t have to get a specific curriculum, but rather, needs to teach their struggling learner in a different way. Many parents find, rather than repeating, drilling and writing math facts, that if they use a more right brain teaching approach, such as placing a picture with color and humor directly on the math facts, their child is finally able to memorize them. The right brain stores information that has meaning more easily than just data.

Since math facts are just data, we add more “Velcro” to this information by artificially giving it meaning by adding a story or picture. We know, because of brain scans, that the physiological movement of the eyes in an upward position stimulates the child’s photographic memory. Because of this, parents have found that taking multiplication facts that have color, pictures and humor on them, and posting them up high, that the child takes a “picture” of it and memorizes it more easily.

Peter Russell, in The Brain Book, states that visual memory is far superior to auditory memory! We can help these smart struggling learners store so much more information in their right brain, which is where our long-term memory is stored. Often, a child who has math anxiety, or even dyscalculia, just hasn’t learned to “see” the math process in his head. Once these more right brain techniques are presented, they can make good leaps in learning.

Remember, the math difficulties are frequently due to processing glitches. It does not help to make judgments about your child’s learning ability compared to their siblings or neighbor kids who may be able to do math in their sleep! Drill, repetition, and memorization are some approaches to math instruction, but are not the only ways! Often with struggling learners, these methods only bring more frustration and fatigue. Rather, the use of pictures, color, stories, humor, and lots of modeling will make your child a “happy camper,” and you will be, too!

For more curricula suggestions, tips, resources, and teaching strategies contact one of the Special Needs Coordinators or visit HSLDA’s Struggling Learners resources webpage. On this page you can download the Right Brain Math strategies document. Also, please go to Dianne Craft’s website for more Right Brain Teaching products and strategies.