Topic: | Re:Re:Re:Re:Re:Maths GCSE disaster | |

Posted by: | Philippa Bond | |

Date/Time: | 26/08/14 08:23:00 |

There are those that think that "labels" are extremely important and those who don't. Difficulty with numbers comes under the learning difficulties which you'll find under the umbrella of Dyslexia and that is why you will find help with Dyscalculia from Dyslexia Action and similar people. We used to talk about strengths and weaknesses. Somehow that was more acceptable and still is more acceptable to many. We don't come off a production line and we learn best in different ways. Shaun is absolutely right in that it looks as though she needs to find the way to learn that suits her with numbers. It may not be the same as the majority (for whom the class will no doubt have been taught because that's easy). It's disappointing that it wasn't noticed but that often happens because someone is bright and adept at hiding any problem and just gets by. The stress of exam conditions can change that. Teaching in a multi-sensory way will help to avoid a lot of these problems AND help a lot of children (ie MORE than the obvious ones). For years there were campaigns just to get information on the teacher training curriculum to help teachers recognise students who struggled in various areas. I don't know if it has improved. There were some schools who preferred to pretend that they had no students with any learning difficulties at all... even if they were only very small. Those were (I hope it is now "were") the type who would have turned down or made life difficult for some very well known AND successful people - the sort that they would be crawling all over now to have on their list of alumni. Albert Einstein, Isaac Newton, Pablo Picasso, Richard Branson, Richard Rogers and Winston Churchill... are just a few you'll find listed. If you know that you aren't good with numbers it can be difficult to relax with them. Playing darts for instance puts you on the spot to tot up your own score and work out what double you need to finish on. I think it would be very revealing if everybody was tested for their strengths and weaknesses... Perhaps we should start with ALL governors and teachers closely followed by the parents...! http://www.dyslexiaaction.org.uk/dyscalculia |

Entire Thread |

Topic | Date Posted | Posted By |

Maths GCSE disaster | 25/08/14 08:25:00 | Johanne Coker |

Re:Maths GCSE disaster | 25/08/14 09:01:00 | Shaun Joynson |

Re:Re:Maths GCSE disaster | 25/08/14 10:00:00 | Elizabeth Jane Daley |

Re:Re:Maths GCSE disaster | 25/08/14 12:54:00 | Anita Blake |

Re:Maths GCSE disaster | 25/08/14 14:06:00 | Elizabeth Jane Daley |

Re:Re:Maths GCSE disaster | 25/08/14 16:09:00 | Johanne Coker |

Re:Re:Re:Maths GCSE disaster | 25/08/14 19:36:00 | Vanessa Smith |

Re:Re:Re:Re:Maths GCSE disaster | 25/08/14 20:12:00 | Pete Mayes |

Re:Re:Re:Re:Re:Maths GCSE disaster | 26/08/14 08:23:00 | Philippa Bond |

Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 14:15:00 | Richard Greenhough |

Re:Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 16:13:00 | Vanessa Smith |

Re:Maths GCSE disaster | 26/08/14 09:55:00 | Charlotte Kasner |

Re:Maths GCSE disaster | 26/08/14 17:25:00 | David Turner |

Re:Maths GCSE disaster | 26/08/14 18:55:00 | David Turner |

Re:Re:Maths GCSE disaster | 26/08/14 19:02:00 | Pete Mayes |

Re:Re:Re:Maths GCSE disaster | 26/08/14 19:13:00 | Pete Mayes |

Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 13:50:00 | Johanne Coker |

Re:Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 13:52:00 | Johanne Coker |

Re:Re:Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 14:47:00 | Micki Hawkes |

Re:Re:Re:Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 15:39:00 | Micki Hawkes |

Re:Re:Re:Maths GCSE disaster | 28/08/14 16:03:00 | Trudie Fuller |

Re:Re:Re:Re:Maths GCSE disaster | 28/08/14 16:17:00 | Trudie Fuller |

Re:Maths GCSE disaster | 28/08/14 18:06:00 | Constance Smith |