About

 

I aim to provide educators with research-based strategies to assess and support learners facing challenges with mathematical concepts, ensuring success. This aligns with the Australian Professional Standards for Teachers (APSTs), particularly Standard 1.5 (Differentiate teaching to meet the specific learning needs of students across the full range of abilities) and Standard 4.1 (Support student participation and engagement) (Australian Institute for Teaching and School Leadership, 2017).

Part A: Learning Characteristics of Students with Dyscalculia

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Part B: Assessment Strategies and Educational Support

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Contact

Philip Bradley - N11276525 

Opening Hours

Mon - Fri: Closed 

Saturday: Closed 

Sunday: Closed

Contact

(555) 1500 passing grade 

References 

Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248.

Australian Education Research Organisation. (2024). Introduction to a multi-tiered system of supports | australian education research organisation. Www.edresearch.edu.au. https://www.edresearch.edu.au/summaries-explainers/explainers/introduction-multi-tiered-system-supports

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/standards

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678

Beyza Koç, & Korkmaz, I. (2020). A case study of teaching addition and subtraction to a student with dyscalculia. Psycho-Educational Research Reviews, 9(3), 40–55.

Bouck, E. C., Satsangi, R., & Park, J. (2017). The concrete–representational–abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 39(4), 211–228. https://doi.org/10.1177/0741932517721712

Butterworth, B., & Varma, S. (2013). Mathematical development. Educational Neuroscience, 1(1), 201–236. https://doi.org/10.1002/9781394259588.ch8

Cohen Kadosh, R., Dowker, A., Heine, A., Kaufmann, L., & Kucian, K. (2013). Interventions for improving numerical abilities: Present and future. Trends in Neuroscience and Education, 2(2), 85–93. https://doi.org/10.1016/j.tine.2013.04.001

Fisher, D., & Frey, N. (2013). Gradual release of responsibility instructional framework. IRA E-Ssentials, 3(3). https://doi.org/10.1598/e-ssentials.8037

Gros, B. (2007). Digital games in education. Journal of Research on Technology in Education, 40(1), 23–38. https://doi.org/10.1080/15391523.2007.10782494

Kucian, K., & von Aster, M. (2014). Developmental dyscalculia. European Journal of Pediatrics, 174(1), 1–13. https://doi.org/10.1007/s00431-014-2455-7

Lee, H., Harris, K. R., & Graham, S. (2013). Handbook of learning disabilities. The Guilford Press.

Peltier, C., & Vannest, K. J. (2017). Using the concrete representational abstract (CRA) instructional framework for mathematics with students with emotional and behavioral disorders. Preventing School Failure: Alternative Education for Children and Youth, 62(2), 73–82. https://doi.org/10.1080/1045988x.2017.1354809

Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(1), 46. https://doi.org/10.1186/1744-9081-6-46

Shishigu, A. (2018). Mathematics anxiety and prevention strategy: An attempt to support students and strengthen mathematics education. Mathematics Education Trends and Research, 2018(1), 1–11. https://doi.org/10.5899/2018/metr-00096

Texthelp. (2023). MTSS vs RTI: What’s the difference? Texthelp. https://www.texthelp.com/resources/blog/mtss-vs-rti/

von Aster, M. G., & Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental Medicine & Child Neurology, 49(11), 868–873. https://doi.org/10.1111/j.1469-8749.2007.00868.x