Developing Counting Skills For Students with Learning Support Needs
Counting begins before children understand numbers. Many students seem to count using number names – but don’t understand quantities. Les Staves new book Very Special Maths delves into the processes of learning to count at levels not previously encountered in an accessible book aimed at teachers.
We will explore how the brain, the body, and social culture work together to develop the skills of counting. These skills are essential because they are useful in practical life and underpin social as well as ‘mathematical’ development.
We will help you see the detail of the difficulties your students face, and so help you find appropriate ways of teaching them. It will illustrate aspects and skills of learning to count that the conventional curriculum takes for granted. It will also provide you with ideas about teaching and resources
Develop a greater understanding of the:
- mental and physical processes involved in learning to count
- relationships between spatial perception and understanding number
- development of number sense
- nature and importance of subitising
- relevance or the approximate number sense
- cultural roles of fingers in developing number
- nature and importance of the number line
- roots of dyscalculia
- five principles of counting can help teachers identify skills or understanding the students need to develop
- beginning of practical calculation
- importance of developing visualisation
- beginnings of abstract thinking
- beginnings of representations.
Participants will be able to:
- Devise approaches to teaching parts of processes of counting at appropriate levels of learning for different students
- Organise practical activities and games to teach parts of counting
- Find apps that develop fundamental skills
- Recognise progress in different aspects of the principles of counting
- Plan situations that generate practical problem solving.