Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/68466
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dc.date.accessioned2021-02-03T10:51:15Z-
dc.date.available2021-02-03T10:51:15Z-
dc.date.issued2003-
dc.identifier.citationGrima, D. (2003). Teaching dyslexic students : a case study focusing on mathematics (Bachelor's dissertation).en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/68466-
dc.descriptionB.ED.(HONS)en_GB
dc.description.abstractThis dissertation is a study into dyslexia through a single case study student aged 11-13 years, diagnosed as being dyslexic, with a major focus on mathematics. The main objectives of the study were: to explore the emotional character of the student as a result of her learning disability, to pinpoint certain basic difficulties she find in mathematics and to experiment with different teaching techniques aiming to overcome these difficulties. Various methodology strategies were used, including parent and teacher interviews, class observations and private lessons with the student. The results obtained confirm the theories commonly encountered in literature: Self-esteem in the dyslexic student is poor, and negative experience at school were at a height in the primary years when she was still coming to terms with her dyslexia. The difficulties she was observed to encounter in maths were various, but primarily multiplication tables, fractions, time reading and written word problems. Indeed, the teaching techniques were focused on the former three areas. The discussion concentrates on three central issues: Self-esteem, is seen as having an important role in the dyslexic's life, and it is of crucial importance to create a more dyslexia-friendly environment in schools through essential provision for such students. There is, indeed, ample room for improvement in provision for dyslexics in mainstream schools, where the learning disability is often unrecognized and not treated as it should. As regards cognitive styles to use when teaching this particular student, the results show that the best turned out to be largely grasshopper styles, as opposed to the inchworm methods.en_GB
dc.language.isoenen_GB
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_GB
dc.subjectDyslexic children -- Education -- Maltaen_GB
dc.subjectMathematics -- Study and teaching -- Maltaen_GB
dc.titleTeaching dyslexic students : a case study focusing on mathematicsen_GB
dc.typebachelorThesisen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publisher.institutionUniversity of Maltaen_GB
dc.publisher.departmentFaculty of Educationen_GB
dc.description.reviewedN/Aen_GB
dc.contributor.creatorGrima, Daniela (2003)-
Appears in Collections:Dissertations - FacEdu - 1953-2007

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