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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
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