How Others See It
An extreme difficulty understanding or comprehending mathematics.
How We See It
We keep it simple: “In a math problem, there are always three pieces of information. Two pieces are given. So doing math is simply finding the third piece of information” - Ronald Davis
Often individuals who have trouble with math also experience difficulty with; right/left reversal, maps and sequential instructions, telling time, reading music and physical co-ordination such as, in sports. Individuals who experience dyscalculia experience disorientation. They have also either missed or acquired inaccurate information about some key foundational concepts of math. Yet, when they are given a method to turn off their disorientation (orientation counseling) and the missing concepts are shown to them, in their thinking style (visually through the use of clay) the pieces necessary for them to learn math are acquired. The basic building blocks to math are shown to the client to give them the tools to understand and perform math. Concepts such as self, change, consequence, time, sequence, and order must be understood prior to effectively learning math. It is through self manipulating numerals through these concepts the answer is determined.
Change: something becoming something else.
Using symbols such as ‘+’ we change the quantity. 5 + 3 =8.
5 becomes 8, by adding 3 to it.
Consequence: something that happens as a result of something else
– e.g. add 2 to 3, to get 5.
We got 5 as a result of adding 2 and 3 together.
Time: a measurement of change – every math problem requires the concept of time.
At first we had 2 cookies then (later in time) we added 3 more and now (even later in time) we now have 5 cookies.
Sequence: how things follow each other one after another in order
– therefore ensuring we perform the equation in the correct steps.
Example: 3-2 is not the same as 2-3.
Order: things in their proper places, proper positions and proper conditions
– if the decimal is placed in the wrong place – order cannot be attained and therefore an incorrect answer will occur.
Example 22.6 + 10.1 is not the same as 226. + 10.1
Self: added 3 to the 2 thereby creating a change with the + symbol. The answer came about as a direct consequence of something that self did. The process was done over time, in a specific sequence. If there was no ‘= ‘ or ‘+’ symbol then it would just be a line of numerals. The ‘=’ and ‘+’ sign added order to the equation, that he was trying to compute.
All math problems are really asking – “what is the consequence of doing this set of actions?” Once it is broken down in to bite size pieces, even those once fearful of math can see the fun in it!
Professional services described as Davis™, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Math Mastery® may only be provided by persons who are employed by a licensed Davis Specialist, or who are trained and licensed as Davis Facilitators by Davis Dyslexia Association International.