Focus: Practical Teaching
& Support Strategies
Level: 1–2 (Foundation / Practitioner)
🎯 Learning Outcomes
By
the end of this module, learners will be able to:
Understand why
dyscalculia requires concrete teaching approaches
Identify visual and
assistive tools that support number learning
Apply step-by-step
scaffolding strategies
Use multi-sensory and
mastery-based teaching methods
Reduce maths anxiety
through structured support
1️⃣
Understanding the Support Approach
Dyscalculia
affects:
Number sense
Memory for maths
facts
Understanding
quantity and relationships
Sequencing steps in
calculations
Because
of this, support must:
Reduce cognitive
overload
Make abstract maths
visible
Build understanding
slowly and structurally
2️⃣
Using Visual Aids & Manipulatives
(Making
Maths Concrete)
Visual
and tactile tools help learners see and touch numbers, rather than
imagine them.
🔹 Manipulatives
Examples
include:
Base-ten blocks
Counters
Beads
Cuisenaire rods
Dice
These
help learners:
Group numbers
Understand place
value
Model addition and
subtraction
Physically build
calculations
🔹 Number Lines
Number
lines support:
Addition (“jump
forward”)
Subtraction (“jump
back”)
Negative numbers
Number sequencing
They
turn invisible number movement into a visual pathway.
🔹 Ten-Frames & Dot
Patterns
Used
to develop subitizing — instantly recognizing quantity without counting.
Helps
learners:
Recognize number
patterns
Build early number
fluency
Understand number
bonds (e.g., 5 + 5 = 10)
🔹 Charts &
Diagrams
Useful
supports include:
Multiplication charts
Place value grids
Fraction diagrams
High-contrast visual
layouts
These
organize information clearly and reduce memory demand.
🔹 Color-Coding
Color
provides visual structure.
Examples:
Green = Addition
Red = Subtraction
Blue = Multiplication
Yellow = Division
Also
useful for:
Highlighting negative
signs
Showing decimal
points
Marking columns
🔹 Graph Paper
Graph
paper helps learners:
Align numbers
correctly
Keep place value
organized
Structure long
calculations
Especially
helpful for:
Long multiplication
Division
Decimals
3️⃣
Calculators & Assistive Technology
Calculators
should be viewed as support tools, not shortcuts.
They
allow learners to focus on:
Problem solving
Reasoning
Conceptual
understanding
🔹 Talking Calculators
Features:
Read numbers aloud
Speak answers
Confirm entries
Benefits:
Reinforces number
recognition
Helps error checking
Supports auditory
learners
🔹 Graphing &
Specialist Calculators
Useful
for older learners.
They
connect:
Graphs
Equations
Tables
Helping
learners see relationships visually.
🔹 Maths Apps &
Digital Tools
Examples
of features:
Virtual manipulatives
Step-by-step problem
solving
Interactive games
Immediate feedback
These
increase engagement and repetition without stigma.
🔹 Focus of Calculator
Use
Important
principle:
Calculators
support thinking — they do not replace learning.
Use
them for:
Multi-step problems
Real-life maths
Investigations
Checking work
4️⃣
Step-by-Step Guidance (Scaffolding)
Scaffolding
reduces overwhelm and supports working memory.
🔹 Chunking
Break
problems into small steps.
Example:
Instead
of solving 347 + 586 at once:
Add ones
Add tens
Add hundreds
🔹 Explicit Modeling
Teachers
demonstrate:
Each step
In real time
While explaining
thinking aloud
This
shows learners how, not just what.
🔹 Checklists &
Organizers
Supports
include:
Step lists
Graphic organizers
Worked examples
These
prevent learners from skipping steps.
🔹 Prompting Procedures
Provide
written or visual guides such as:
Steps
for Long Division:
Divide
Multiply
Subtract
Bring down
Learners
follow the sequence until internalized.
🔹 Backwards Fading
A
gradual independence strategy:
Teacher completes
most steps
Learner completes the
final step
Slowly remove
supports
Builds
confidence without overload.
5️⃣
Key Pedagogical Approaches
🔹 Multi-Sensory
Learning
Combines:
Sight
Touch
Sound
Examples:
Saying numbers aloud
while writing
Building sums with
blocks
Clapping number
patterns
🔹 Mastery-Based
Learning
Principle:
Do
not move on until the concept is understood.
Learners
progress at their own pace.
Prevents:
Knowledge gaps
Maths anxiety
Cognitive overload
🔹 Reduce Work Volume
Strategies
include:
Fewer questions
More time
Repetition over
quantity
Focus
on:
Understanding
Accuracy
Confidence
ðŸ§
Emotional Considerations
Support
should also address:
Maths anxiety
Fear of failure
Low confidence
Helpful
practices:
Praise effort
Allow mistakes
Provide reassurance
Avoid timed pressure
✅
Module Summary
Effective
dyscalculia support includes:
Concrete visual tools
Assistive technology
Structured
scaffolding
Multi-sensory
teaching
Mastery pacing
Reduced workload
These
approaches help learners move from confusion to confidence.
📘
Module Questions
Supporting
Individuals with Dyscalculia
🔹 Section 1: Knowledge
Check (Multiple Choice)
1.
Dyscalculia primarily affects a person’s ability to:
A.
Read words
B. Understand number concepts
C. Hear sounds
D. See colors
Answer: B
2.
Why are visual aids important in dyscalculia support?
A.
They make maths harder
B. They replace teaching
C. They make abstract numbers concrete
D. They are only for young children
Answer: C
3.
Which of the following is an example of a manipulative?
A.
Calculator
B. Number line
C. Base-ten blocks
D. Worksheet
Answer: C
4.
What is the purpose of a number line?
A.
Decoration
B. Memorization only
C. Visualizing number relationships
D. Testing speed
Answer: C
5.
Talking calculators are useful because they:
A.
Replace teachers
B. Read numbers aloud
C. Prevent mistakes completely
D. Only work for adults
Answer: B
6.
Chunking means:
A.
Doing work faster
B. Breaking problems into smaller steps
C. Skipping steps
D. Memorizing answers
Answer: B
7.
Backwards fading involves:
A.
Removing support gradually
B. Giving harder work immediately
C. Avoiding teaching steps
D. Testing without help
Answer: A
8.
Mastery learning means:
A.
Moving on quickly
B. Teaching once only
C. Ensuring understanding before progressing
D. Reducing teaching time
Answer: C
9.
Graph paper helps learners by:
A.
Making work colorful
B. Aligning numbers correctly
C. Testing drawing skills
D. Increasing workload
Answer: B
10.
Reducing work volume helps by:
A.
Avoiding maths
B. Lowering expectations
C. Preventing fatigue and anxiety
D. Removing learning
Answer: C
🔹
Section 2: Short Answer Questions
1.
What is dyscalculia?
(Give a brief description.)
2.
Name two examples of visual manipulatives.
3.
How do number lines support learning?
4.
Why are calculators considered support tools rather than shortcuts?
5.
What is one benefit of color-coding maths work?
6.
Explain what “scaffolding” means in teaching.
7.
Give one example of multi-sensory learning in maths.
8.
Why is mastery learning important for dyscalculia?
🔹
Section 3: Scenario-Based Questions
1.
Classroom Scenario
A
learner becomes overwhelmed when given a full worksheet of 30 maths questions.
Question:
What two support strategies could you use?
Model
Answers May Include:
Reduce number of
questions
Chunk work into
sections
Provide breaks
Use manipulatives
2.
Practical Support Scenario
A
student struggles to line up numbers in long division.
Question:
Which tool could help and why?
Model
Answer:
Graph paper — it keeps numbers aligned and organized.
3.
Technology Scenario
A
learner understands concepts but gets stuck on basic calculations.
Question:
What assistive tool could help?
Model
Answer:
Calculator (or talking calculator) to reduce cognitive load.
4.
Teaching Scenario
A
learner cannot remember multiplication facts.
Question:
Name two visual supports that may help.
Model
Answers:
Multiplication chart
Arrays
Dot patterns
Color-coded tables
🔹
Section 4: Reflection Questions (For Training)
These
are useful for staff or practitioner training.
1.
Why is it important not to rely only on worksheets when supporting dyscalculia?
2.
How can maths anxiety impact learning?
3.
What adjustments could you make in timed tests?
4.
How can you build confidence in a learner who fears maths?
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