Multi Sensory Maths Education : The Key To Numeracy Success ! Esther White In the area of language and literacy, it is well understood that a student with learning differences must be presented new learning opportunities in a way that is different to traditional textbook­based programs. We call this “Multisensory Language Instruction”. This type of instruction is based on research that identifies that students learn and retain an understanding of a subject when it is taught using all of one’s senses : auditory, visual and kinaesthetic. In other words, whatever a student can hear, see, touch and feel, their bodies remember and they can understand. This research is even more relevant for students with dyslexia. They learn by seeing pictures. They need to have something concrete, real and tangible to “tag” to a word or a squiggle on the page before being able to progress to the abstract application of everyday life. It is widely accepted that Orton­Gillingham/Multisensory Language Education is the gold standard for the treatment and remediation of dyslexia from a literacy perspective.The Institute for Multisensory Language Education, and Australian Dyslexia Association state that instruction must be direct and explicit, systematic, structured, multisensory, sequential, cumulative, flexible, and based on accurate diagnosis of a student’s unique needs. Their success achieved throughout Australia proves the validity of their approach. But who is doing the same for students with dyslexia, dyscalculia, and related learning differences in regards to developing a lifelong love and complex understanding of maths ? Let’s review the features you should look for in a maths program that incorporates our understanding of “the best way to teach a student with dyslexia”. This list will give you a toolkit for understanding what to look for; a grasp of what to ask yourself when looking for that perfect maths program. (1) Diagnostic & Prescriptive ­ Does the program differentiate each unique student’s current level of maths mastery, and thus identify where to begin, and which path to follow to ensure mastery and a real understanding of each maths concept presented? (2) Cumulative ­ Is there an intense focus on the in­depth treatment and mastery of whole numbers as a foundation prior to teaching rational numbers? In other words, are students given the support, instruction and time to truly understand counting, place value, addition, subtraction, multiplication and division of whole numbers before they are expected to begin to understand parts of whole numbers? Does the student understand when, how and why to use maths in each real life context required, rather than relying on rote learning/memorisation of maths facts? (3) Explicit, Systematic & Structured ­ Does the program provide a model of proficient problem solving, verbalisation of thought processes, guided practice, corrective feedback and frequent review to ensure that the student is continuing to understand? Are there specific and clear procedures for introducing, practicing and reviewing the concepts? Are these procedures simple for teachers to prepare, to present, and to enable student practice before they progress? Do the teaching tools

and sequence of instruction supplied allow for continuity and ease of teacher preparation? (4) Sequential ­ Is there a clear sequence and order of maths instruction? Maths must be taught sequentially as it builds line upon line, precept upon precept on previously learned material. This methodology, along with moving at the student’s pace ensures a student is a confident problem solver who enjoys maths. (5) Multisensory ­ Is your program based on the use of manipulatives and hands­on materials that enable the student to see, touch and feel maths to truly understand it? Are there multisensory manipulatives and integer blocks that enable a student to see, hear, touch and speak maths to reinforce their learning? Are similar materials used to continuously demonstrate a link between whole numbers and rational numbers? (6) Cognitive ­ Human cognition is conscious and unconscious, concrete and abstract, as well as intuitive and conceptual. Cognitive processes use existing knowledge and generate new knowledge, enabling a student to progress to gain further understanding. Does your maths program allow for this, and build on existing skills for a student? (7) Direct ­ Is there a process upon which the student can rely, that is followed for each lesson? And are simple concepts taught in a clear and straightforward manner? (8) Supportive ­ Does your student experience joy and confidence in their learning of maths? Does this confidence filter into other areas of their lives and ignite their passion for learning, or is there fear, trepidation, and a general resistance to learning maths?

If you look for these features when considering a maths program for your students with dyslexia and learning differences, you’ll be set for success. Your students will experience joy in learning, and you will be inspired by their “ah­ha” moments! You’ll see even more evidence and gain even more passion for in teaching your students according to the way they learn.

Esther White Director ­ Maths Australia www.mathsaustralia.com.au