There are many factors that can contribute to the learning difficulties children and adults have with mathematics. These include poor working memory, difficulties in retrieving so-called ‘basic’ facts and the ability to remember and apply formulas and procedures correctly.

This highly practical teacher resource is for anyone who would like to accurately and effectively identify dyscalculia amongst their pupils. Written in an engaging and user-friendly style, Steve Chinn draws on his extensive experience and expertise and

shows how to consider all the factors relating to mathematical learning difficulties

explains how these factors can be investigated

explores their impact on learning

discusses and provides a range of tests ranging from pre-requisite skills such as working memory to a critique of normative tests for mathematics knowledge and skills.

The book will guide the reader in the interpretation of tests, emphasising the need for a clinical approach when assessing individuals, and shows how diagnosis and assessment can become part of everyday teaching. This resource also includes pragmatic tests which can be implemented in the classroom, and shows how identifying the barriers is the first step in setting up any programme of intervention.

Reviews

Spot and solve pupils' maths problems with More Trouble with Maths, the follow-up book to The Trouble with Maths.

What are they?

The books are written by the author, researcher and former teacher Steve Chinn. They are guides to identifying and diagnosing mathematical difficulties, including dyscalculia and mathematical anxiety, and offer practical advice for helping learners with numeracy difficulties.

Are they any good?

The issue I always have with academic research, no matter how credible its findings, is that the recommendations are very rarely accompanied by practical resources and ideas that will make an immediate difference in the classroom. I am deto say that these two books do exactly that.

In More Trouble with Maths, Chinn provides research evidence and tests to photocopy for identifying crucial mathematical difficulties that are prevalent in schools. Amid the coverage on conditions such as dyscalculia, there are also fascinating sections about learners' struggles with estimation and the crucial impact on short-term memory.

All these research findings are complemented nicely by The Trouble with Maths, where the focus is very much on practical solutions and strategies. My favourite part is the final section on fractions - a notoriously problematic topic for many pupils. The author pulls apart common approaches to teaching fractions, explaining clearly the misconceptions and difficulties to which they may lead. He then offers an alternative approach, including addressing multiplying fractions through paper folding.

I found these two books fascinating reading, but more importantly I know that they will have a long-term, ...