# Math

Completed

## Math is a language

Dyslexia is a different way of processing information and language and this carries over to math, because math is a language unto itself.

• Vocabulary words may take on a whole new and different meaning in math, such as homophones.
• Explicit instruction of math vocabulary teaches a student with dyslexia how to read a math equation and use the words to find a deeper meaning of math concepts.
• Teaching morphology, the study of word parts and their meaning, for a learner with dyslexia connects the language of reading with the language of math.

Reflection

• What are three examples of math terms whose meaning is different than in another context?
• How is teaching the symbol-meaning relationship in math similar to the letter-sound relationship in reading?
• Why might a student with dyslexia, with strengths in math, struggle with math as a language?

Other resources

## Making math connections explicit

Traditionally, math is taught as facts to be memorized and problems to be solved through rote procedures. For the learner with dyslexia, rote memorization isn't a strength but verbal comprehension and big picture are!

• Learners with dyslexia find meaning within the parts of concepts when given time to think, to work, and to problem solve.
• Multisensory instruction in math makes connections between concepts and provides opportunities to connect context to application.
• Learners with dyslexia often have strong reasoning and logic skills. Given the opportunity to use mental math or verbalization of their answers, demonstrates their reasoning through a dyslexic strength.

Reflection

• How can you teach math concepts that are traditionally separated, together?
• Why is the dyslexic strength of thinking outside the box a benefit in math instruction?
• Can you identify the benefit of students explaining their reasoning behind how to solve a math problem?

Other resources

• Math: Counting & Comparing from the Yale Center for Creativity and Dyslexia
• Number Talks from Scholastic

## Math facts

Learners with dyslexia benefit from repeated, meaningful, and intentional practice not only the drill and kill of math fact flashcards.

• Repetition in a multisensory way, with reinforcement of the concept and targeted techniques, will increase retrieval of math facts.
• Learners with dyslexia remember math facts best when they have derived meaning from symbols, not through rote memorization.
• Basic facts are building blocks of math and learners with dyslexia need time to practice and master these.

Reflection

• What are some ways to make repetition and practice more meaningful?
• How can we make math facts more visual for students?
• How can you encourage students to use the math facts they know to solve what they do not know?

Other resources