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The dyslexic student and mathematics in higher education
1Mathematics Education Centre, Loughborough University, UK. G.Perkin@lboro.ac.uk
Dyslexia (Chichester, England)
|July 13, 2007
Summary
Dyslexic undergraduates face significant challenges in learning mathematics due to content, delivery, and assessment issues. Targeted support strategies are crucial for improving mathematical understanding in these students.
Area of Science:
- Educational Psychology
- Neurodiversity Studies
- Mathematics Education
Background:
- Dyslexia presents unique challenges for students in higher education, particularly in quantitative subjects like mathematics.
- Understanding the specific mathematical learning barriers for dyslexic undergraduates is essential for developing effective support.
Purpose of the Study:
- To explore the learning and understanding difficulties experienced by dyslexic undergraduates in mathematics.
- To identify challenges related to mathematical content, delivery, processes, and assessment.
Main Methods:
- Exploratory and explanatory multiple-case studies were employed.
- In-depth analysis of one-to-one support provided to a dyslexic and dyspraxic engineering undergraduate.
Main Results:
- Dyslexic students encounter specific difficulties with mathematical content comprehension and procedural tasks.
- Challenges were observed in the delivery of mathematical information and the assessment of mathematical skills.
- The case study highlighted the impact of co-occurring dyspraxia on mathematical learning.
Conclusions:
- Dyslexic undergraduates require tailored mathematical support addressing content, pedagogy, and assessment.
- Further research is needed to refine support interventions and understand the broader impact of neurodevelopmental differences on STEM education.
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