Walker, ZM; Mohamed, H; Rosenblatt, K; (2016) The Teaching of Maths to Students with Dyslexia: A Teachers' Perspective. Asia Pacific Journal of Developmental Differences , 3 (2)

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Abstract

This case study explores the perceptions of teachers who teach maths to students with dyslexia at the Dyslexia Association of Singapore (DAS). The authors examined the challenges participants faced when teaching students with dyslexia maths, the processes that were used to help their learners understand maths concepts, and supports that were provided to minimise student anxiety and boost self‐esteem. Four distinct challenges emerged including inadequate training, content area language barriers, cognitive style implications and their impact on maths learning, and addressing and remediating students’ anxiety towards learning maths and the impact on their self‐esteem. Results indicated that teachers enjoy teaching maths to students with dyslexia but find that adequate training, teaching experience, and exposure to multiple teaching strategies are required for success. As DAS is a unique organisation that helps students with dyslexia improve their literacy and numeracy skills, teacher professional development and teacher training are important aspects that need to be in place so that teachers are well‐supported and guided to coach these students. Suggestions to meet these challenges are provided.

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