Dr Dylan Griffiths

Bangor University

• Counting: Dyscalculic children can usually learn the sequence of counting words, but may have

difficulty navigating back and forth, especially in twos and threes.

• Calculations: Dyscalculic children find learning and recalling number facts difficult. They often

lack confidence even when they produce the correct answer. They also fail to use rules and

procedures to build on known facts. For example, they may know that 5+3=8, but not realise that,

therefore, 3+5=8 or that 5+4=9.

• Numbers with zeros: Dyscalculic children may find it difficult to grasp that the words ten, hundred

and thousand have the same relationship to each other as the numerals 10, 100 and 1000.

• Measures: Dyscalculic children often have difficulty with operations such as handling money or

telling the time. They may also have problems with concepts such as speed (miles per hour) or

temperature.

• Direction/orientation: Dyscalculic children may have difficulty understanding spatial orientation

(including left and right) causing difficulties in following directions or with map reading.

Taken from: http://www.bdadyslexia.org.uk/about-dyslexia/schools-colleges-and-universities/dyscalculia.html

“Dyscalculic children may have difficulty understanding spatial orientation (including left and right) causing difficulties in following directions or with map reading.”

Task

≥

>

=

≤

<

≠

+

Add

Sum

Plus

Total

Increase

And

More

Addition

–

Subtract

Difference

Minus

Take Away

Decrease

Less

Subtraction

×

Multiply

Times

Product

Of

Lots

Multiplication

(Power of)

(Squared)

÷

Divide

Fraction of

Goes Into

Split

Group

Share

Division

• Autre 93074 milligrammes en grammes.

• Konwersja 97,196 mikrogramów do miligramów.

• Ein Client ist 7,5 Milligramm Bendrofluazide bestellt. 2,5 mg

Tabletten zur Verfügung. Wie viele Tabletten werden Sie geben?

• Mae cleient yn cael ei orchymyn 100 miligram o Thioridazine. 25

miligram tabledi ar gael. Faint o dabledi chi’n ei roi?

• A client is ordered 50 milligrams of Amoxicillin trihydrate orally. 125

milligrams in 5 millilitres of syrup is available. How many millilitres

will you administer?

• A client is ordered 2.5 milligrams of Promethazine hydrochloride

orally. 5 milligrams in 5 millilitres of elixir is available. How many

millilitres will you administer?

• Calculate the IV flow rate for 200 mls of 0.9% Sodium Chloride

solution over 120 minutes. Infusion set has drop factor of 20

drops/ml.

• Formula:

Volume (ml)

Time (mins) × Drop Factor (drops per ml) = Flow rate in drops per min

• Calculate the drip rate for 100 mls of IV Fluids to be given over 2

hours via a giving set which delivers 60 drops/ml.

• Formula:

Volume (ml)

Time (mins) × Drop Factor (drops per ml) = Flow rate in drops per min

• One litre of Dextrose 5% in water is charted over 3 hours. The drop

factor is 10. The IV has been running for 1 hour and 15 minutes.

500 mls remain. How many drops per minute are needed so that the

IV finishes in the required time?

• Formula:

Volume (ml)

Time (mins) × Drop Factor (drops per ml) = Flow rate in drops per min

Counting: Dyscalculic children can usually learn the sequence of counting words, but may have

difficulty navigating back and forth, especially in twos and threes.

Calculations: Dyscalculic children find learning and recalling number facts difficult. They often

lack confidence even when they produce the correct answer. They also fail to use rules and

procedures to build on known facts. For example, they may know that 5+3=8, but not realise that,

therefore, 3+5=8 or that 5+4=9.

Numbers with zeros: Dyscalculic children may find it difficult to grasp that the words ten, hundred

and thousand have the same relationship to each other as the numerals 10, 100 and 1000.

Measures: Dyscalculic children often have difficulty with operations such as handling money or

telling the time. They may also have problems with concepts such as speed (miles per hour) or

temperature.

Direction/orientation: Dyscalculic children may have difficulty understanding spatial orientation

(including left and right) causing difficulties in following directions or with map reading.

http://www.bdadyslexia.org.uk/about-dyslexia/schools-colleges-and-universities/dyscalculia.html

• British Dyslexia Association. Dyscalculia, Dyslexia and Maths. Available: http://www.bdadyslexia.org.uk/about-dyslexia/schools-colleges-and-universities/dyscalculia.html. Last accessed 27th March 2013.

• NALDIC. Multilingualism and Dyslexia. Available: http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/Dyslexiaandmultilingualism.pdf. Last accessed 27th March 2013.

• Setati, M and Barwell, R. (2008). Making mathematics accessible for multilingual learners. Pythagoras : Teaching and learning mathematics in multilingual classrooms. p2-4.

• Von Aster, M. (2003). Verstehen, wie sie rechnen (Understand how they calculate. Available: http://www.schuleundgesundheit.hessen.de/fileadmin/content/Themen/as/ref_rechnen.pdf. Last accessed 27th March 2013.

• Don’t just rely on a calculator – understand the

context of the problem being solved:

•For example, what is 6÷2(1+2)?

𝟔

𝟐(𝟏+𝟐) = 1

𝟔

𝟐(𝟏 + 𝟐) = 9

Same brand of calculator, different results.