Multi-sensory approaches to teach mathematics to dyslexic pupils

Abstract

This study focuses on the approaches that can be used to help dyslexic children in mathematics. In this case study I have followed closely one Year 5 pupil (age 10). I observed the child during a selection of mathematics lessons and conducted interviews with the child's parents, learning support assistant and past teachers. Subsequently, I prepared fifteen multi-sensory sessions which tackled the various observed topics related to number work, time, capacity, direction, solid shapes and pictographs. The sessions, each of one hour duration, took place once a week. The aim of these sessions was to implement multi-sensory appraoches and evaluate their effectiveness when used with the child. Photos and field notes were taken for the purpose of analysis. The multi-sensory strategies, which included the use of concrete materials, verbal expression and written work, proved to be effective in helping the child understand the mathematical ideas better. It was thus concluded that it would be beneficial if these strategies were implemented with dyslexic pupils during mathematics lessons.