Exploring Dyscalculia
Purchase
Description
Unlock access to mathematics for students with dyscalculia by creating an inclusive environment where all your students can experience the joy of math!
Despite being as common as dyslexia, much less research has been done on dyscalculia (also known as a math learning disability). Many educators are unsure how best to support students with dyscalculia, particularly when these students have challenges with foundational number concepts. This groundbreaking book offers a fresh, assets-based perspective on students with dyscalculia with an in-depth exploration of their mathematical thinking.
Through detailed examples, this book guides educators in understanding how to look and listen for the access barriers students may encounter and how to provide meaningful supports to help students navigate around these barriers. By taking this mathematical journey with your students, you will uncover their unique strengths, support them in navigating through barriers, and help them unlock their mathematical potential.
Features include:
- Detailed vignettes illustrating the specific difficulties students face with quantities and symbolic notation
- Practical assessment tools, including clinical interviews, to truly understand your students' mathematical thinking
- Research-based instructional practices that blend student sense-making with vital access strategies
- Actionable guidance for partnering with families to support mathematics learning at home
By honoring neurodiversity through these practical strategies, you'll create an inclusive environment where all your students can experience the joy of mathematical success.
Contents
Preface
- About Language Choices
- Overview of the Book
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Students With Dyscalculia Featured in This Book
Students With Dyscalculia Featured in This Book
CHAPTER 1: What Is Dyscalculia? Welcome to the Inquiry
- How Do You Tell If a Student Has Dyscalculia?
- Co-occurrence With Other Disabilities
- Research on Dyscalculia
- Proposed Causes of Dyscalculia
- Limitations of Dyscalculia Research
- Beyond Causes: Learning From Students
- Learning From Emily
- Supporting Students
- Exploring Dyscalculia Through the Details
- Embarking on Your Own Exploration
- Summary
CHAPTER 2: Difficulties When Quantities Are Inaccessible
- Exploring Lisa’s Understanding of One-Half as Halving
- Exploring Lisa’s Understanding of the Shaded Regions as “Taken”
- Research on Number Processing Difficulties for Students With Dyscalculia
- Research on Number Development: How Processes Become Objects
- Inaccessible Quantities Across the Topic Domains
- Understanding Whole Numbers as Processes
- Understanding Negative Numbers as Processes
- Understanding Unknowns in Algebra as Processes
- Impact of Inaccessible Quantities
- Incompatible and Inaccessible Representations of Quantities
- Procedural Learning and Forgetting
- Persistence of the Process Understandings
- How to Listen for Quantities as Processes
- Surprising Similarities in Some Students With Dyscalculia
- How to Use the Fraction Assessment
- Embarking on Your Own Exploration
- Summary
CHAPTER 3: Difficulties When Symbolic Notation Is Inaccessible
- Exploring Porter’s Use of Notation
- Research on Symbolic Notation Difficulties for Students With Dyscalculia
- Research on Mathematics Learning of Notation
- Inaccessible Notation Across Topic Domains
- Inaccessible Number Notation
- Inaccessible Arithmetic Notation
- Inaccessible Algebraic Notation
- Impacts of Inaccessible Notation
- Embarking on Your Own Exploration
- Summary
CHAPTER 4: Assessing Dyscalculia Through a Clinical Interview
- Exploring Porter’s Understanding
- Understanding Porter’s Strengths
- Tracing the Bounds of Porter’s Understanding
- Understanding Difficulties as Inaccessibilities
- What Is a Clinical Interview?
- Why Conduct a Clinical Interview?
- How Is a Clinical Interview Conducted?
- Preparing for the Clinical Interview
- Enacting the Clinical Interview
- Analyzing the Clinical Interview
- Embarking on Your Own Exploration
- Summary
CHAPTER 5: Supporting Students With Dyscalculia With Access and Sense-Making Practices
- Research-Based Approaches From Special Education and Mathematics Education
- Access Practices
- Reading All Text
- Clarifying Conventions
- Providing Tools and Manipulatives
- Removing Time Constraints
- Giving Students Choice
- Simplifying Quantities
- Encouraging Students to Offload Information
- Sense-Making Practices
- Adding Context
- Directing to Tools
- Orienting by Referring Back
- Reflecting Questions
- Validating and Reframing
- Avoiding Derailment
- Asking for Justification
- Attending to the Big Idea
- Access and Sense-Making Practices in Action
- Supporting Luna in Grade-Level Mathematics
- Supporting Evelyn’s IEP Goal: Fluency With Arithmetic Combinations
- Embarking on Your Own Exploration
- Unproductive Practices
- Telling Students a Problem Is Easy
- Pushing Students to the Abstract
- Encouraging Efficiency
- Defining Success as Completion
- Removing the Cognitive Demand
- Summary
CHAPTER 6: Creating Access to Quantities and Notation
- Deliberate Inquiry and Problem-Solving
- Creating Access to Quantities
- Whole Numbers
- Operations
- Place Value
- Fractions
- Conclusion
- Creating Access for Notation
- Remembering Numbers
- Differentiating Symbols
- Connecting to Meaning
- Consistent Processes
- Inquiry and Problem-Solving to Create Access
- Embarking on Your Own Exploration
- Identify Inaccessibilities
- Brainstorm Possible Tools and Approaches
- Introduce the Tool or Approach
- Evaluate the Effectiveness of the Tool or Approach
- Games to Provide Support
- Summary
CHAPTER 7: Embarking on Your Own Exploration of Dyscalculia
- Select a Student for Exploration
- Analyze Inaccessibilities
- Center Student Access and Sense-Making
- Iteratively Designing for Access
References
References
Index
Index
Additional materials
Description
Unlock access to mathematics for students with dyscalculia by creating an inclusive environment where all your students can experience the joy of math!
Despite being as common as dyslexia, much less research has been done on dyscalculia (also known as a math learning disability). Many educators are unsure how best to support students with dyscalculia, particularly when these students have challenges with foundational number concepts. This groundbreaking book offers a fresh, assets-based perspective on students with dyscalculia with an in-depth exploration of their mathematical thinking.
Through detailed examples, this book guides educators in understanding how to look and listen for the access barriers students may encounter and how to provide meaningful supports to help students navigate around these barriers. By taking this mathematical journey with your students, you will uncover their unique strengths, support them in navigating through barriers, and help them unlock their mathematical potential.
Features include:
- Detailed vignettes illustrating the specific difficulties students face with quantities and symbolic notation
- Practical assessment tools, including clinical interviews, to truly understand your students' mathematical thinking
- Research-based instructional practices that blend student sense-making with vital access strategies
- Actionable guidance for partnering with families to support mathematics learning at home
By honoring neurodiversity through these practical strategies, you'll create an inclusive environment where all your students can experience the joy of mathematical success.
Contents
Preface
- About Language Choices
- Overview of the Book
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Students With Dyscalculia Featured in This Book
Students With Dyscalculia Featured in This Book
CHAPTER 1: What Is Dyscalculia? Welcome to the Inquiry
- How Do You Tell If a Student Has Dyscalculia?
- Co-occurrence With Other Disabilities
- Research on Dyscalculia
- Proposed Causes of Dyscalculia
- Limitations of Dyscalculia Research
- Beyond Causes: Learning From Students
- Learning From Emily
- Supporting Students
- Exploring Dyscalculia Through the Details
- Embarking on Your Own Exploration
- Summary
CHAPTER 2: Difficulties When Quantities Are Inaccessible
- Exploring Lisa’s Understanding of One-Half as Halving
- Exploring Lisa’s Understanding of the Shaded Regions as “Taken”
- Research on Number Processing Difficulties for Students With Dyscalculia
- Research on Number Development: How Processes Become Objects
- Inaccessible Quantities Across the Topic Domains
- Understanding Whole Numbers as Processes
- Understanding Negative Numbers as Processes
- Understanding Unknowns in Algebra as Processes
- Impact of Inaccessible Quantities
- Incompatible and Inaccessible Representations of Quantities
- Procedural Learning and Forgetting
- Persistence of the Process Understandings
- How to Listen for Quantities as Processes
- Surprising Similarities in Some Students With Dyscalculia
- How to Use the Fraction Assessment
- Embarking on Your Own Exploration
- Summary
CHAPTER 3: Difficulties When Symbolic Notation Is Inaccessible
- Exploring Porter’s Use of Notation
- Research on Symbolic Notation Difficulties for Students With Dyscalculia
- Research on Mathematics Learning of Notation
- Inaccessible Notation Across Topic Domains
- Inaccessible Number Notation
- Inaccessible Arithmetic Notation
- Inaccessible Algebraic Notation
- Impacts of Inaccessible Notation
- Embarking on Your Own Exploration
- Summary
CHAPTER 4: Assessing Dyscalculia Through a Clinical Interview
- Exploring Porter’s Understanding
- Understanding Porter’s Strengths
- Tracing the Bounds of Porter’s Understanding
- Understanding Difficulties as Inaccessibilities
- What Is a Clinical Interview?
- Why Conduct a Clinical Interview?
- How Is a Clinical Interview Conducted?
- Preparing for the Clinical Interview
- Enacting the Clinical Interview
- Analyzing the Clinical Interview
- Embarking on Your Own Exploration
- Summary
CHAPTER 5: Supporting Students With Dyscalculia With Access and Sense-Making Practices
- Research-Based Approaches From Special Education and Mathematics Education
- Access Practices
- Reading All Text
- Clarifying Conventions
- Providing Tools and Manipulatives
- Removing Time Constraints
- Giving Students Choice
- Simplifying Quantities
- Encouraging Students to Offload Information
- Sense-Making Practices
- Adding Context
- Directing to Tools
- Orienting by Referring Back
- Reflecting Questions
- Validating and Reframing
- Avoiding Derailment
- Asking for Justification
- Attending to the Big Idea
- Access and Sense-Making Practices in Action
- Supporting Luna in Grade-Level Mathematics
- Supporting Evelyn’s IEP Goal: Fluency With Arithmetic Combinations
- Embarking on Your Own Exploration
- Unproductive Practices
- Telling Students a Problem Is Easy
- Pushing Students to the Abstract
- Encouraging Efficiency
- Defining Success as Completion
- Removing the Cognitive Demand
- Summary
CHAPTER 6: Creating Access to Quantities and Notation
- Deliberate Inquiry and Problem-Solving
- Creating Access to Quantities
- Whole Numbers
- Operations
- Place Value
- Fractions
- Conclusion
- Creating Access for Notation
- Remembering Numbers
- Differentiating Symbols
- Connecting to Meaning
- Consistent Processes
- Inquiry and Problem-Solving to Create Access
- Embarking on Your Own Exploration
- Identify Inaccessibilities
- Brainstorm Possible Tools and Approaches
- Introduce the Tool or Approach
- Evaluate the Effectiveness of the Tool or Approach
- Games to Provide Support
- Summary
CHAPTER 7: Embarking on Your Own Exploration of Dyscalculia
- Select a Student for Exploration
- Analyze Inaccessibilities
- Center Student Access and Sense-Making
- Iteratively Designing for Access
References
References
Index
Index
Additional materials
Exploring Dyscalculia
Learning From and Supporting Students
July 2026 | 224 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 19/02/2026 | 9798348808372 | $37.95 |
| Lifetime | 23/02/2026 | 9798348863609 | $34.00 |
Unlock access to mathematics for students with dyscalculia by creating an inclusive environment where all your students can experience the joy of math!
Despite being as common as dyslexia, much less research has been done on dyscalculia (also known as a math learning disability). Many educators are unsure how best to support students with dyscalculia, particularly when these students have challenges with foundational number concepts. This groundbreaking book offers a fresh, assets-based perspective on students with dyscalculia with an in-depth exploration of their mathematical thinking.
Through detailed examples, this book guides educators in understanding how to look and listen for the access barriers students may encounter and how to provide meaningful supports to help students navigate around these barriers. By taking this mathematical journey with your students, you will uncover their unique strengths, support them in navigating through barriers, and help them unlock their mathematical potential.
Features include:
- Detailed vignettes illustrating the specific difficulties students face with quantities and symbolic notation
- Practical assessment tools, including clinical interviews, to truly understand your students' mathematical thinking
- Research-based instructional practices that blend student sense-making with vital access strategies
- Actionable guidance for partnering with families to support mathematics learning at home
By honoring neurodiversity through these practical strategies, you'll create an inclusive environment where all your students can experience the joy of mathematical success.
Table Of Contents:
- Preface
- About Language Choices
- Overview of the Book
- Acknowledgments
- About the Authors
- Students With Dyscalculia Featured in This Book
- CHAPTER 1: What Is Dyscalculia? Welcome to the Inquiry
- How Do You Tell If a Student Has Dyscalculia?
- Co-occurrence With Other Disabilities
- Research on Dyscalculia
- Proposed Causes of Dyscalculia
- Limitations of Dyscalculia Research
- Beyond Causes: Learning From Students
- Learning From Emily
- Supporting Students
- Exploring Dyscalculia Through the Details
- Embarking on Your Own Exploration
- Summary
- CHAPTER 2: Difficulties When Quantities Are Inaccessible
- Exploring Lisa’s Understanding of One-Half as Halving
- Exploring Lisa’s Understanding of the Shaded Regions as “Taken”
- Research on Number Processing Difficulties for Students With Dyscalculia
- Research on Number Development: How Processes Become Objects
- Inaccessible Quantities Across the Topic Domains
- Understanding Whole Numbers as Processes
- Understanding Negative Numbers as Processes
- Understanding Unknowns in Algebra as Processes
- Impact of Inaccessible Quantities
- Incompatible and Inaccessible Representations of Quantities
- Procedural Learning and Forgetting
- Persistence of the Process Understandings
- How to Listen for Quantities as Processes
- Surprising Similarities in Some Students With Dyscalculia
- How to Use the Fraction Assessment
- Embarking on Your Own Exploration
- Summary
- CHAPTER 3: Difficulties When Symbolic Notation Is Inaccessible
- Exploring Porter’s Use of Notation
- Research on Symbolic Notation Difficulties for Students With Dyscalculia
- Research on Mathematics Learning of Notation
- Inaccessible Notation Across Topic Domains
- Inaccessible Number Notation
- Inaccessible Arithmetic Notation
- Inaccessible Algebraic Notation
- Impacts of Inaccessible Notation
- Embarking on Your Own Exploration
- Summary
- CHAPTER 4: Assessing Dyscalculia Through a Clinical Interview
- Exploring Porter’s Understanding
- Understanding Porter’s Strengths
- Tracing the Bounds of Porter’s Understanding
- Understanding Difficulties as Inaccessibilities
- What Is a Clinical Interview?
- Why Conduct a Clinical Interview?
- How Is a Clinical Interview Conducted?
- Preparing for the Clinical Interview
- Enacting the Clinical Interview
- Analyzing the Clinical Interview
- Embarking on Your Own Exploration
- Summary
- CHAPTER 5: Supporting Students With Dyscalculia With Access and Sense-Making Practices
- Research-Based Approaches From Special Education and Mathematics Education
- Access Practices
- Reading All Text
- Clarifying Conventions
- Providing Tools and Manipulatives
- Removing Time Constraints
- Giving Students Choice
- Simplifying Quantities
- Encouraging Students to Offload Information
- Sense-Making Practices
- Adding Context
- Directing to Tools
- Orienting by Referring Back
- Reflecting Questions
- Validating and Reframing
- Avoiding Derailment
- Asking for Justification
- Attending to the Big Idea
- Access and Sense-Making Practices in Action
- Supporting Luna in Grade-Level Mathematics
- Supporting Evelyn’s IEP Goal: Fluency With Arithmetic Combinations
- Embarking on Your Own Exploration
- Unproductive Practices
- Telling Students a Problem Is Easy
- Pushing Students to the Abstract
- Encouraging Efficiency
- Defining Success as Completion
- Removing the Cognitive Demand
- Summary
- CHAPTER 6: Creating Access to Quantities and Notation
- Deliberate Inquiry and Problem-Solving
- Creating Access to Quantities
- Whole Numbers
- Operations
- Place Value
- Fractions
- Conclusion
- Creating Access for Notation
- Remembering Numbers
- Differentiating Symbols
- Connecting to Meaning
- Consistent Processes
- Inquiry and Problem-Solving to Create Access
- Embarking on Your Own Exploration
- Identify Inaccessibilities
- Brainstorm Possible Tools and Approaches
- Introduce the Tool or Approach
- Evaluate the Effectiveness of the Tool or Approach
- Games to Provide Support
- Summary
- CHAPTER 7: Embarking on Your Own Exploration of Dyscalculia
- Select a Student for Exploration
- Analyze Inaccessibilities
- Center Student Access and Sense-Making
- Iteratively Designing for Access
- References
- Index