ISBN 978-0-415-67013-5

‘More Trouble with Maths’ includes photo-copiable norm-referenced tests.

Although Worksheets Plus have been written around the syllabus for Years 4 and 5, they are designed not to be age-specific in appearance. Thus they can be used for intervention for older students, especially as they cover many of the key topics needed for progress in numeracy. The 'Plus' refers to the guidelines given with each book as to the problems that each topic may create for a learner and an overview of the approaches that may be helpful in addressing these problems. The Worksheets have been designed to address one topic at a time, to be uncluttered and manageable and to help the devlopment of maths skills and knowledge.

My new book, ‘Addressing the Unproductive Classroom Behaviours of Students with Special Needs’, Jessica Kingsley, 978 1849 050 500
was published on January 15th 2010. This book, a departure from my usual maths books, is based on research done with colleagues in Ireland and the Netherlands.

All the author's royalties will go to the Majika school, Hazey View, South Africa. This book was short-listed for a nasen award in 2011

The 'What to do when you can't' titles published by Egon Publishers Ltd have been re-written, updated and three more titles have been added to the series:

• WTDWYC Add and Subtract
• WTDWYC Learn the Times Tables
• WTDWYC Multiply and Divide
• WTDWYC Tell the Time
• WTDWYC Do Fractions, Decimals and Percentages

These highly accessible books are written for parents, older pupils, students and adults and offer a non-patronising, consistent and developing pathway through basic arithmetic. The 'What to do when you can't" series are available from Egon Publishing

The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties. Steve Chinn. Pub RoutledgeFalmer, ISBN 0 415 67010-4.
The second edition was published in August 2011.

REVIEW of first Edition: From the Association of Teachers of Mathematics
The ten chapters and five appendices are packed with common sense wisdom and insights. It claims to be able to be used to:

• identify a problem
• understand possible reasons for a problem
• develop flexible thinking skills
• pre-empt problems
• circumvent problems in basic numeracy
• address the difficulties pupils have with word problems
• teach alternative strategies for accessing basic facts
• recognise mathematics anxiety, attributional style and self-esteem problems
• design informal diagnostic procedures
• extract diagnostic information from pupil's work
• stimulate ideas for teaching maths to pupils who are facing difficulties with the subject

'The second edition of Sum Hope, re-titled as 'Dealing with Dyscalculia: Sum Hope ² ' was published by Souvenir Press in September 2007.

The third edition was published in August 2011, re-titled, ‘The Fear of Maths and How to Overcome It’. It has been updated significantly.

Review of the second Edition by "Special, the NASEN magazine"

Dyscalculia is a specific learning difficulty that affects how people deal with number and number-related tasks. It has a significant effect on a person's self-esteem and self confidence, often causing them to give up on mathematics.

This book is an inspirational read for anyone experiencing difficulty with mathematics and for those working with and supporting them. The text is well structured and the ideas are set out simply, making it easily accessible for a wide range of readers. It is particularly encouraging in that it starts from a very basic level, ensuring that even the most profoundly dyscalculic person is not 'put off' by not having enough skills or knowledge to even start the book.

Teachers looking at this book will find that it provides a fascinating approach to helping pupils of all ages to work confidently with numbers. As you work through the book it provides a clear introduction to some quite difficult areas of mathematics, such as decimals, fractions and percentages, and introduces important everyday number skills. Any teacher who reads this book will change the way they approach and teach mathematics, particularly in the early years, and will have pupils who achieve far better and with a greater degree of confidence.

The case studies give an excellent insight into how people with dyscalculia approach mathematical tasks, and illustrate the importance of allowing them to learn in the style that is best suited to them. The first case study, Ann, shows the devastating and life-long effect dyscalculia can have a on a person's confidence and the stress and anxiety it can cause. Some of the case studies make reference to other areas of the curriculum that can be affected by a difficulty with number-related tasks. A second book that addresses this aspect of dyscalculia would make an interesting read.

This book is excellent value for money; no teacher of mathematics should be without it. The only improvement I would suggest is that the inclusion of some colour illustrations would help make some of the points clearer.

This 3rd Edition of the standard work discusses the factors that contribute to the potential difficulties dyslexic learners may have with mathematics, and suggests ways of addressing these difficulties.

The first chapters consider the theoretical background. The later chapters look at practical methods which may help dyslexic learners.

The book is a thorough and comprehensive text for help teachers to help understand the students' needs and to learn a range of skills and thus develop confidence and competence in working with dyslexic pupils.