10:00 - 10:45
Cat Eadle and Rob Jennings

Dyscalculia Awareness and introduction to maths difficulties

Provides an understanding of Dyscalculia, what to look out for and to understand the journey through assessment to teaching intervention.

  • What is dyscalculia?
  • What are the indicators of dyscalculia?
  • Assessment and diagnosis of dyscalculia
  • Creating firm maths foundations
  • Teaching intervention programmes including games!
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The presentation provides key information on this ‘poor relation’ condition within special educational needs. It will include references to latest research from Loughborough University and provide examples of maths games used to reinforce teaching topics within maths.

Focus will be on:

- What is Dyscalculia?
- Context
- Co-occuring Conditions which affect maths ability
- Maths Anxiety
- Indicators of Dyscalculia and maths difficulties
- Diagnosis
- Assessment
- General factors which make maths hard
- The Jenga effect
- Creating Firm Foundations
- A teaching intervention outline
- Importance of Maths games

Rob Jennings and Cat Eadle are very experienced maths teaching specialists and this presentation will include an overview of The Dyscalculia Network and its aims.

Room:

Dyscalculia Theatre
10:00 - 10:45
Cat Eadle and Rob Jennings

Teaching Times Tables and Division

What is the strategic fact method and why do we use it?

  • Understanding times tables and division is essential
  • What are the key pre-skills required by a learner?
  • Why is the strategic fact method effective?
  • Why are manipulatives so important?
  • How can we use games?
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In this session, we will talk about the importance of times tables and division and how this is best taught, for understanding, to learners with dyscalculia and maths difficulties. We will explain the significance of the 'Jenga Approach'. We will talk about the pre-skills required, the use of key facts, and how the strategic fact method actually works.
We will share how we use manipulatives to support learning and how to make learning fun using games!
The session is suitable for educators or parents and links to resources you can use at school or home will be shared afterwards.

Room:

Dyscalculia Theatre
11:00 - 11:45
Brian Butterworth

Dyscalculia: from science to education.

Dyscalculia isn't just being bad at maths, but a specific difficulty with numbers. An innate number sense mechanism works inefficiently.

  • What is dyscalculia?
  • It's easily distinguished from being bad at maths.
  • Caused by inefficient innate numer sense mechanism
  • Help should be based on understanding the causes.
  • UK government doesn't officially recognise dyscalculia, but other governments do.
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Dyscalculia: from science to education. Dyscalculia is not just being bad, or even very bad, at maths. Indeed, there are professional mathematicians who have trouble with simple arithmetic. Dyscalculia is a specific disability in understanding and using numbers, and it has a specific cause. We all inherit, and share with other creatures, a mechanism for representing the number of objects in the environment. Learning arithmetic in the normal way is based on using this mechanism to understand how our familiar numerical symbols, counting words and digits, are linked to sets of objects and operations on sets. In dyscalculic learners, this mechanism is not working efficiently. Very simple tests can identify this and can be used even with young learners, perhaps even infants. Methods for helping dyscalculic learners should be based on sets linked to their familiar symbols. Most digital games enable learners to practice what they already know. However, they can help learners acquire for the first time basic number concepts. Very few digital games have been shown in proper trials to improve learning. I will present a game, NumberBeads, we have shown to be effective in international trials.

Room:

Dyscalculia Theatre
11:00 - 11:45
Amanda Keen

Explore how we can reduce maths anxiety

Exploring how we can reduce maths anxiety by supporting students in the classroom and at home.

  • Learn what can cause maths anxiety.
  • Find out how anxiety affects maths.
  • Tips for reducing maths anxiety.
  • Resources suggested for supporting those with maths anxiety.
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Maths anxiety can have a huge impact on our understanding of maths concepts and our ability to perform arithmetic. This presentation will help you learn how to recognise the signs of anxiety and understand how it impacts our problem-solving skills. Having struggled with maths anxiety herself, Amanda is passionate about helping others in the same situation. Her experience of teaching maths for 29 years in both mainstream and specialist schools has given her the tools needed to help teachers and parents reduce that anxiety. She will discuss the research carried out by the Maths Hubs teachers that she led, and suggest resources and strategies that can be used to reduce maths anxiety at home and in school. It is hoped that a reduction in anxiety levels can help learners unlock the knowledge they have already gained and help them move forward in a safe environment where mistakes welcomed as part of the learning process.

Room:

Dyscalculia Theatre
12:00 - 12:45
Judy Hornigold

Dyscalculia and Maths Mastery

An exploration of how adopting a maths mastery approach can support learners with Dyscalculia.

  • Suitable for all Key Stages
  • Practical Strategies to take away.
  • Understanding of Maths Mastery
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This talk will explore the principles underpinning the Maths Mastery approach to teaching maths and how this can be beneficial to learners with Dyscalculia. The talk will cover the five core competencies of metacognition, visualisation, generalisation, number sense and communication. It will also gives examples of how to use manipulatives and how to develop reasoning through the use of the bar model.

Room:

Dyscalculia Theatre
12:00 - 12:45
Pete Jarrett

Maths difficulties in adulthood - how to help

This presentation will focus on maths in the workplace and everyday life. A bit of science and some life hacks.

  • Mathematics and dyscalculia
  • Maths in work
  • Dyscalculia in adults
  • Workplace support
  • Access to work

Room:

Dyscalculia Theatre
13:30 - 14:15
Marijke Walters

The path to mathematical proficiency for older ND learners

Maths getting a “O my word it is so simple why did nobody ever show it me like that” reaction.

  • Difficulties with maths
  • Learning maths a 'common sense' way
  • It's not always dyscalculia causing the maths issues
  • You can still get maths qualifications when given right support
  • A qualified secondary maths and dyscalculia specialist's view
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Supporting older children and adults on their mathematical journey presents unique challenges. Providing sensitive and effective support is crucial. Initially, I dismissed dyscalculia as a myth, thinking I had all the answers. However, after dedicated self-education and completing a two-year postgraduate Level 7 diploma in dyscalculia research and practice, I came to understand the profound impact of issues related to number sense and working memory.
Now, as a dyscalculia specialist assessor and one of the few UK Level 7 secondary maths and dyscalculia specialist teacher, I strive to emphasise the 'why' behind mathematical concepts, avoiding overly simplistic approaches. I aim to foster mathematical confidence in individuals who may have felt 'stupid' due to never having been taught in a way that truly resonates with them.
During this session, I will share some of these approaches and address commonly asked questions: Does a dyscalculia diagnosis lead to exemption from maths exams? Does it guarantee extra time in exams? It's vital to grasp the available options.
Our session will hopefully be interactive. I am open to adapting our agenda based on your interests and needs. Please feel free to ask questions, share insights, and let's make the most of our time together.

Room:

Dyscalculia Theatre
13:30 - 14:15
Emily Gee
Peter Cherry

The Adult Dyscalculia Experience

In this session, two adults from different backgrounds and on different career paths will talk about their experiences of dyscalculia.

  • Experiences of dyscalculia
  • Effects of lack of awareness of dyscalculia
  • What we can do to build awareness of dyscalculia
  • What should be researched about dyscalculia
  • How we can create inclusive environments for people with dyscalculia
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Imagine training for the job for your dreams at university only to be rejected as you don’t have a GCSE Maths. Imagine constantly being in and out of debt because you struggle with finances. Imagine signing mortgage agreements, job contracts or pension schemes when you misread big numbers or struggle to associate numbers with value.

Imagine having all these challenges, trying to explain to someone that you have dyscalculia and their response being: ‘what’s that?’

Most people don’t know how to pronounce dyscalculia let alone know what it is. This must and will change.

In this session, two adults from different backgrounds and on different career paths will talk through their experiences of dyscalculia: what is it for them, what help they wish had been there for them, how we can build awareness of dyscalculia and how we can better accommodate and support children and adults with dyscalculia now.

Room:

Dyscalculia Theatre
14:30 - 15:15
Karen Go-Soco - Fixit Maths

Using games to support specific difficulties with maths

An introduction to several simple, fun games that can be used to focus on particular areas of difficulty in maths.

  • Discover the benefits of playing maths games
  • Learn simple, fun maths games to play with your child
  • Games that focus on common areas of difficulty
  • Several core games that can be used at many levels
  • For parents and anyone supporting children with maths difficulties
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Reducing anxiety and building confidence are key components in my approach to supporting children with maths difficulties, which is why games play such an important part of my tutoring. Children who have specific difficulties with maths can require a lot of exploration and practise of concepts, and games allow this to be achieved in a fun way, increasing engagement, motivation and confidence, whilst reducing anxiety.
I will introduce you to several simple games that require very little preparation and minimal resources. These games focus on aspects of maths where difficulties are commonly encountered and can be used at a range of levels.
A pdf of all the games will be available after the event.

Room:

Dyscalculia Theatre
14:30 - 15:15
Sarah Wedderburn

Diagnostic Assessment leads to Targeted Maths Support Plans

This presentation will show how diagnostic assessment provides the accurate evaluation of maths knowledge needed to write targeted support plans.

  • Understanding Diagnostic Maths Assessment
  • Why this involves interaction rather than just written answers
  • The importance of listening to our students’ explanations
  • Ideas for assessing maths knowledge without increasing stress
  • A diagnostic profile enables the writing of targeted support plans
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As a specialist maths teacher, I need to create targeted maths support plans for my new students. These must build on their secure maths blocks, develop real understanding and correct any misconceptions. For this, I need an assessment that allows me to listen to my student’s explanations, observe their manipulation of concrete resources and examine the strategies that they use.

In this presentation we will see how diagnostic assessment provides the accurate evaluation of maths knowledge that is needed to write targeted maths support plans.

Room:

Dyscalculia Theatre
15:30 - 16:15
Bridget and Will

Maths and Me

Will and Bridget look at their experiences of dyscalculia and maths anxiety. They explore ways to reduce anxiety and worry.

  • Written from a childs point of view
  • Explores maths anxiety
  • Looks at the impact anxiety has on working memory
  • Shows how much extra work dyslexics and dyscalculics put in
  • mentions mindfulness and coping techniques

Room:

Dyscalculia Theatre