Remembering the correct steps to solve a math problem requires working memory, the ability to hold and manipulate information. Challenges with this skill may be indicative of the procedural subtype of dyscalculia. If your child struggles in this area, the following strategies can help:
- Read the problem out loud (or under your breath if in class). This process helps to keep the information in your working memory for a bit longer.
- Develop acronyms or words beginning with each letter for sequences of steps. The following is a common example:
Please-Parentheses
Excuse-Exponents
My-Multiplication
Dear-Division
Aunt-Addition
Sally-Subtraction
- Create checklists of steps that include visual cues (e.g., applicable pictures next to each step)
- Use scratch paper rather than trying to solve the problem in your head. This process reduces the likelihood of careless errors and reduces mental fatigue.
- Create visual cue cards. Here is an example:
- Make sure you can see all of the information. If working on a problem from a book, the problem may be split across multiple pages. Take a picture of one of the pages so you do not have to keep flipping between the two.
- Use a “Hundreds Chart” rather than a calculator to solve and check work. Overreliance on a calculator prevents children from developing number sense (e.g., seeing patterns and relationships).
Reference:
Feifer, S. (2017). The neuropsychology of mathematics: An introduction to the FAM. Middletown, MD: School Neuropsych Press, LLC.