This method enables the student to connect and build from the skills they have previously learned. Students are then guided in how to use these three key multiples, along with reason and logic, to derive the rest of the multiplication facts. Because the strain on the memory is lessened, students can recall them with greater reliability. This enables the student to fully understand and retain only a few key facts. These pre-skills will help the student understand multiplication with more success.ĭyscalculia experts recommend students start with learning the 2x, 5x, and 10x tables.
The learning process begins with the student's solid understanding of several previously learned concepts: Doubling, Halving, Step Counting, Components, Bridging, Partitioning, Place Value, and Multiply/Divide by 10.
Here are a few insights into effective methods in which dyscalculic students can learning multiplication successfully. To do this, it is especially important to teach for understanding. But by adapting the teaching methods into ways that are more effective and lead to real understanding, dyscalculic learners can successfully come to understand the process of multiplication - without rote or memorization. These realities are not to say that dyscalculia students can’t learn to multiply or that they won’t be able to memorize any multiplication facts. Because of this, demands on the memory must be reduced so that the memory system is less taxed and can be reserved for a few important items – often called “key facts.” Memorizing 144 multiplication facts is too much strain on the dyscalculic’s memory system.įor a dyscalculic learner, memorization of multiplication tables does not automatically correlate to understanding the concept of multiplication. Why is memorization not recommended for those with dyscalculia?ĭyscalculia extremely limits the memory available for numbers-sense and number-calculation. Dyscalculia experts consistently emphasize that memorizing multiplication tables is not recommended for dyscalculic learners. It is often viewed as a measuring device for a student’s math competence or intellectual capability.įocusing on memorization is a mistake for dyscalculic students. Especially when, traditionally, students all over the globe are required to memorize their multiplication tables. What if the best answer is this? “Don’t require them to memorize their multiplication tables.” “How can I help students memorize their multiplication tables?” This is a common question from parents and teachers regarding students with dyscalculia.
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