Mathematics at KS2 and dyslexia

The National Curriculum for mathematics is statutory in all maintained, mainstream schools up to and including key stage 4. An appropriate version of the curriculum is used in maintained special schools. Key Stage 2 (KS2) covers years 3-6 (children aged from 8-11 years).

The additional challenges at KS2 are in the abstract nature of mathematics and the need to rely on previously learnt strategies:

• Charts and diagrams are difficult for a dyslexic child to read because their tracking ability is weak.
• Remembering correct terminology and symbols can mean the difference between a correct answer and one that’s totally wrong (because the wrong operation has been used)
• Most dyslexic children have difficulty reading time (both analogue and digital), maps, charts, tape-measures and liquid measures.
• Telling the time is difficult with both types of display. The analogue clock face can be confusing because the dyslexic child will struggle to remember which way round the hands travel. Before and after the hour (quarter to or quarter past) is confusing and the child may need to look at the second hand to work out the direction. Remembering am and pm is also a challenge.
• They will struggle to follow instructions or understand a question. For longer questions they may forget part of it, miss out bits, or misread it.

You can:

• Keep revising important strategies, give reminders of what signs and symbols mean and refresh key vocabulary. Find memory aids – perhaps with cartoon diagrams. Get the pupil to say vocabulary aloud. They may remember it more easily if spoken with a physical action.
• With charts encourage them to use a ruler to track the right level across the diagram.
• Use tinted overlays if these have been found to help with reading.
• With written questions get the child to highlight the key words that will help them work out the answer.
• Practise going through questions to look at the mathematical operation required rather than to work out the answer.
• Try to establish what method of telling the time is easiest for the child and then personalise that method with memorable sentences, stories or other strategies which embed key facts. Try using ‘I am (AM) grumpy in the morning’ as a reminder). Change to 12 hour mode with digital clocks if there is confusion about the 24 hour clock.

Now you might like to look at:

• Mathematics and dyslexia and key stage 1
• Mathematics and dyslexia and key stage 3