Love it, like it, or loathe it — most of us have an opinion about maths. Those who “loathe” it may recall maths as long, tedious, and stressful. Some may have lost their way due to dyscalculia, a learning disability that presents complex challenges with numbers, making basic topics like addition and subtraction overwhelming.
Other children who may slip through the cracks are sometimes less obvious. They may not be diagnosed with dyscalculia, nor are they struggling in most of their other subjects at school. However, math remains an issue for them.
Clare, from Bushey in Hertfordshire, now 26, reflects on her experience with maths at school. “Unfortunately, maths was always an obstacle. I had extra support in school and a private tutor at home, but it didn’t click. I took my GCSEs on four occasions, and every time I got a D.
“Looking back, while the support I received helped me process a problem in the lesson, I was unable to improve my independent understanding of maths. I feel certain that I have a specific issue that was never detected. If it had been, my story could have been different.”
So, what can we do to bridge that gap for those experiencing maths difficulties in school today?
Phil, a maths SEN tutor, has found that if maths is relatable, children will find it more accessible. “If children see the relevance, they will be less likely to hate maths and more likely to achieve.”
When teaching a 9-year-old girl with PDA at her home, who had been absent from school for two years, Phil noticed, “She wanted to do maths, but her PDA got in the way.” As he worked with her, Phil discovered that she needed maths to be more practical and relevant. “She knew she wasn’t going to need all the academic layers of maths but just needed to access the basics.”
Phil stripped back his approach, making it tangible with actual money, turning the lounge into a “shop” with real items that she could buy and sell. “When maths was hands-on and relevant, she could access it comfortably.”
This approach could also apply to children in mainstream schools with SEND in maths; if the subject can be more hands-on, factoring in sensory experiences, it could break down many barriers that many children face daily.
How could schools offer a more multisensory approach to make maths more accessible? Some ideas to consider:
- Have a discussion: How is the topic relevant to our lives?
- Use visual aids, such as videos, fraction circles, and colourful clocks.
- Counting resources, like beads or cubes.
- Digital games that inject fun into maths.
- Break tasks into smaller sections.
- Clarify maths jargon.
- Encourage children to review their findings: How did they work it out? What have they learned?
Children with SEND bring different learning needs into the classroom. A personalised learning plan (often referred to as a PLP, IEP, or ILP) includes a bespoke summary of a child’s difficulties, highlighting a plan to address them with a date set to review progress. This plan allows the teacher and pupil to discuss hurdles regularly, giving the teacher space to target problems and track improvements.
Digesting Maths: The Need for a Slower, Streamed Approach
Maths is often taught quickly. Some students are going through the curriculum so fast that they don’t have time to digest and process it, as they are put under pressure to achieve within a given timeline.
SEND children could instead be placed into groups to problem-solve, which can foster a different dimension, encouraging them to calculate interactively and develop their critical thinking and communication.
Phil remembers a group of Year 7 children he once taught who hadn’t mastered basic arithmetic. He set up a nurture group to address this and recalls, “They worked on topics at their own pace. There was no peer pressure to reach a certain level. It was so successful.”
A similar idea could be to set up a maths club at school for children who need to spend some time enjoying the subject more.
Streaming is often frowned upon, but in maths, maybe we should bite the bullet and stream from a younger age. If children work according to their skill set, the pressure slips as a more tailored curriculum can be delivered to different groups.
With a different approach, it is evident that children with SEND in maths can move forward and reach new heights. From having once felt extremely negative about numbers, they can look forward with a fresh mindset and a willingness to embrace the next topic without apprehension or dread.
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