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The Dyscalculia Syndrome
MASTER OF SCIENCE - SPECIAL EDUCATION THESIS
by RENEE M. NEWMAN, M.S.-SPECIAL EDUCATION
©1998 RENEE M. NEWMAN
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CONTENTS:
MASTER OF SCIENCE - SPECIAL EDUCATION THESIS
by RENEE M. NEWMAN, M.S.-SPECIAL EDUCATION
©1998 RENEE M. NEWMAN
Author's Note: This is an academic paper converted to HTML for Web viewing. Original page numbers are retained.
Viewers are welcome to download, reference, print, and share this document in whole or in part,
as long as author's name, copyright, and source location appear on each printed page and all citations are properly documented.
The source location of this document is: http://www.dyscalculia.org/thesis.html.
Direct all inquiries to the author at: renee@dyscalculia.org.
*Institutional users, please request permission to reprint. Thank you!
Click for the PDF version of this document. Read, print and search easily!
CONTENTS:
| TABLES..................................................................................iv INTRODUCTION: DEFINING DYSCALCULIA SYNDROMS...........1 DYSCALCULIA SYNDROME......................................................2 LETTER TO MY MATH TEACHER...............................................7 GIFTED AND MATH LEARNING DISABLED: THE DYSCALCULIA SYNDROME..........................................................................10 THE VOICES OF DYSCALCULIA.............................................12 SOME FAMOUS GIFTED CHILDREN.......................................32 DYSCALCULIA SYNDROME: RELEVANT STATISTICS...............33 RECOMMENDED TESTING TO DETERMINE GIFTEDNESS........37 EVALUATING FOR MATH LEARNING DISABILITIES.................39 WHAT'S IN AN IQ?...............................................................50 THE WORLD OF AVERAGES..................................................51 CHARACTERISTICS OF GIFTEDNESS.....................................53 RED FLAGS: GIFTED AND AT RISK........................................58 FALLING BY THE WAY...........................................................64 DARE TO DISCIPLINE...........................................................68 THE DESIRABLE PERSON.....................................................69 THE TWISTING OF A GIFTED CHILD.....................................73 OPTIONS IN GIFTED EDUCATION.........................................75 PIONEERING GIFTED PROGRAMS.........................................77 DEVELOPMENTALLY SPECIFIC ADVICE.................................79 |
RESPONDING TO ADVANCEMENT WITH ACCELLERATION.....80 HOME SCHOOLING..............................................................81 LEADERSHIP TRAINING........................................................83 PARTICIPATION IN THE REAL WORLD..................................84 BEST PRACTICES IN GIFTED EDUCATION.............................85 STRATEGIES ADDRESS WEAKNESSES..................................88 UNDERSTANDING CONFOUNDING WEAKNESS IN MATH.......89 THE PHYSIOLOGY OF MATHEMATICAL FUNCTIONING...........92 GENETIC AND SOCIAL FACTORS..........................................94 SCHOLASTIC FACTORS........................................................97 DIAGNOSTIC, PRESCRIPTIVE, AND PREVENTATIVE TEACHING..98 IDENTIFYING THE STUDENT'S COGNITIVE LEVEL....................100 DETERMINING LEARNING STYLES..........................................102 QUANTITATIVE LEARNERS....................................................103 QUALITATIVE LEARNERS.......................................................103 TEACHING MATH AS A SECOND LANGUAGE.........,..................105 THREE COMPONENTS: LINGUISTIC, CONCEPTUAL, & SKILL.....106 MULLEN'S STRATEGIES FOR MATH FACTS AND LONG DIVISION............................................................................107 SUMMARY OF BEST PRACTICES.............................................110 DYSCALCULIA AND HIGHER EDUCATION...............................113 CONCLUSION......................................................................114 REFERENCES.......................................................................118 |
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