More Trouble with Maths: A complete manual to identifying and diagnosing mathematical difficulties

Now in an updated third edition, this invaluable resource takes a practical and accessible approach to identifying and diagnosing many of the factors that contribute to mathematical learning difficulties and dyscalculia. Using a combination of formative and summative approaches, it provides a range of norm-referenced, standardised tests and diagnostic activities, each designed to reveal common error patterns and misconceptions in order to form a basis for intervention. Revised to reflect developments in the understanding of learning difficulties in mathematics, the book gives a diagnostic overview of a range of challenges to mathematical learning, including difficulties in grasping and retaining facts, problems with mathematics vocabulary and maths anxiety.
Key features of this book include:

• Photocopiable tests and activities designed to be presented in a low-stress way
• Guidance on the interpretation of data, allowing diagnosis and assessment to become integrated into everyday teaching
• Sample reports, showing the diagnostic tests in practice

Drawing on tried and tested methods, as well as the author’s extensive experience and expertise, this book is written in an engaging and user-friendly style. It is a vital resource for anyone who wants to accurately identify the depth and nature of mathematical learning difficulties and dyscalculia.

Table of Contents

Foreword by Professor Maggie Snowling 1. Introduction: Dyscalculia and mathematical learning difficulties: The test protocol. 2. Diagnosis, assessment and teaching: The benefits of linking. 3. The Dyscalculia Checklist: 31 characteristics that can contribute to maths failure 4. Starting the assessment/diagnosis: Getting to know the person through informal activities. 5. Short term memory and working memory: The two key underlying skills that influence learning. 6. Tests of basic facts: Addition, subtraction, multiplication and division. Their role in maths LD and dyscalculia. 7. Mathematics anxiety: Which topics and activities create anxiety. 8. The 15-minute norm-referenced mathematics test: Basic computations and algebra designed to compare performances. 9. Errors and the 15-minute mathematics test: Recognising and understanding common error patterns. 10. Cognitive (thinking) style: How learners think through maths problems. 11. Estimation: A key life skill used to develop more confidence with mathematics. 12. Mathematics vocabulary and word problems: Exploring how they contribute to mathematics learning difficulties 13. Criterion-referenced (formative) tests: Focusing on identified problems and showing how to build ongoing diagnosis into teaching. 14. Speed of working: The implications of ‘doing mathematics’ quickly. 15. Two Sample Reports. Appendix 1 A sample ‘Teacher Observations’ pro-forma Appendix 2 A pre-assessment pro-forma for parents/carers Appendix 3 Schools, Colleges, institutions and individuals who provided data for the norm-referenced tests in Chapters 6 and 8. References Index