Kuliah Ajar MATEMATIK

7/29/2019 Kuliah Ajar MATEMATIK

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MATEMATIK

DISLEKSIA,DISKALKULIA

MASALAH DAN KAEDAHMENGAJAR


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Kanak-kanak disleksia bermasalah

matematik

1. Sequencing and short-term memory:

the multiplication tables.

2. Difficulty with math (Dyscalculia)

Difficulty counting accurately

May reverse numbers

Difficulty memorizing math facts

Difficulty copying math problems and organizingwritten work

Many calculation errors

Difficulty retaining math vocabulary and/orconcepts


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How can you help learners with

dyslexia to learn maths?

Number

Use multisensory methods to helplearners with the basics, such ascounting accurately, distinguishingnumber symbols that are similar inshape and recognising number patterns.


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The use of fraction walls, circles, or othervisual aids may help. Squared paper helps

with organisation and accuracy.

Work with concrete materials wherever youcan.

Allow time for overlearning of key numberfacts.


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Learners benefit from being shown number patternsthat are extensions of earlier knowledge, for

example 3 + 2 = 5, 43 + 2 = 45.

Dyslexic learners may find the transfer of a learnedsequence,

say, 90, 80, 70to a modified sequence 92, 82,72, challenging.

Base ten blocks or coins may help illustrate which

digit changes and which remains constant.


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Calculations

Encourage learners to use jottings to preventthem losing track midprocess.

Mental calculations often favour working with themost significant digit first. It may be useful forsome learners to apply this approach to writtencalculations.


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Calculators help with the speed ofprocessing and with difficulties

remembering symbols and operations.

Get learners to talk through what they are

doing as they work, always using thesame mathematical language. This helpsnot only the process of calculation but themastering of the language.


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Take care not to over emphasise themechanics of maths at the expense of themeaning.

A big picture visual overview on theboard or flipchart can draw on dyslexiclearners strengths and build confidence in

the idea that maths is conquerable.


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Dyscalculia

A condition that affects the ability to acquirearithmetical skills. Dyscalculic learners mayhave difficulty understandingsimple numberconcepts, lack an intuitive grasp of numbers

and have problems learning number facts andprocedures. Even if they produce a correctanswer or use a correct method, they may doso mechanically and without confidence.

(The National Numeracy Strategy: Guidance to SupportPupils with Dyslexia and Dyscalculia)


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Kosc (1974),

neuropsychological definition ofdevelopmental dyscalculia :

a difficulty in mathematical performanceresulting from impairment to those parts of

the brain that are involved in mathematicalprocessing, without a concurrentimpairment in general mental function.


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Like dyslexia, dyscalculia is not caused bypoor or interrupted teaching, nor by lowintelligence, although both of these may

result in the appearance of characteristicssimilar to those of dyscalculia.


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DISLEKSIA DAN DISKALKULIA


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(Gross-Tsur, Manor and Shalev, 1996;Badian, 1983; Kosc, 1974):

6- to 7% of school-age children


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Punca-punca berlaku diskalkulia

Faktor sosial

Faktor neuro/genetik


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KESUKARAN DISKAUKULIA

1. Procedural deficits

2. Semantic memory deficits3. Visuospatial deficits

4. Number knowledge deficits


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1. Procedural deficits

1. Difficulties with procedures in (written)calculation

2. Difficulties in sequencing multiple steps incomplex procedures

3. Difficulties in planning or execution of

complex arithmetic operations

4. Difficulties in mental calculations


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5. Use of immature strategies

6. Many mistakes in execution of complex

procedures

7. Time-lag in arithmetic procedures

8. Poor understanding of concepts inprocedures


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2. Semantic memory deficits

1. Difficulties in retrieval of numerical facts

2. Disabled acquisition of number-fact knowledge

3. Difficulties in the semantic-acoustic aspect of thelinguistic domain

4. Lower accuracy in mental calculation

5. Slower speed of mental and written calculation

6. Irregular reaction times


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Lower enumeration speed for figures, symbols,numbers and quantities

High error rate

Wrong associations in retrieval

Difficulties in conceptual knowledge assignments

Difficulties in language comprehension

Difficulties with passive vocabulary

Difficulties with orally presented assignments


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3. Visuospatial deficits Difficulties in placing numbers on a number line

Disturbance in setting out objects in order according to magnitude

Inversions and reversals in numbers

Misalignment and misplacements of digits

Problems in symbol recognition

Disturbance in visuospatial memory

Difficulties in understanding geometry

Misinterpretation of spatially represented information

Nonverbal deficits


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Problems with insight in and notions of space

Difficulties with abstraction

Disturbance in visual imaginative faculty

Disturbance in enumerating groups of objects

Disturbance in estimating and comparing quantities

Difficulties in the temporal order or planning

Difficulties with novel and complex tasks

Visual neglect

Eventually dyspraxia


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4. Number knowledge deficits

Difficulties in comprehension of Arabic notationalsystem, mathematical ideas and relations

Difficulties with abstract number comprehension

Disturbance in number knowledge

Disturbances in basic sense of numerosity

Disturbance of encoding the semantics of numbers

Difficulties in transcoding between the differentmodalities


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Disturbance in number reading

Disturbance in number writing

Disturbance in number production

Difficulties in size comparison

Difficulties in number ordening

Difficulties in enumeration

Difficulties in number dictation


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KESUKARAN DISKAUKULIA

1. procedure and sequencing

2. algebra

3. geometry

4. trigonometry


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MEMBANTU KANAK-KANAK

DISKALKULIA

The following is a non-exhaustive list of possiblesymptoms to look for:

seeming to have no sense of number

having trouble learning error-free counting,memorising arithmetical facts, followingprocedures, or executing strategies

can do the above task(s), but very slowly

exhibiting dislike of or anxiety towards maths, oravoidance behaviours


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KAEDAH MATEMATIK

1. Small steps:

Teach math/s concepts sequentially

and in small steps. Do not move onto another concept until the studentis ready and thoroughly understandsthe preceding concept.


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2. Counting to 100

Have a dyslexic child arrange 100

counters in a long line on the floor. Haveher place a marker after each ten. Thechild can then practice counting all theway through to 100. Teach tens by usinga different colored counter in place of thetens number so that they easily stand out.


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Multiplication and division

Use a calculator

Real coins


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TERIMA KASIH


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TUGASAN ISL 12, 13

KAEDAH PENGAJARAN MATEMATIK:

Ms:120

1. KAEDAH POLYA

2. KAEDAH NEWMAN

Kuliah Ajar MATEMATIK

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