A question

[Guest guest]

Hi,

I have a question about learning styles and teaching techniques. For the most

part tim is (to coin a phrase!) 'bog standard' with regards to the ds, he fits

many of the stereotypes and general understandings of how kids with ds learn. I

would say he is about average for a boy his age with ds from meeting other

children his age. Generally he learns best from visual clues. But I have hit a

flaw! tims grasp of basic maths is weak to say the least but he HAS grasped how

to add 1 to any number from 1-9. He did this by twigging that all he has to do

is say the next number in line and not by rote learning. One day he just 'got

it'. so if I ask him for 2+1 he will say 3, 8+1 is 9 etc, very little

hesitation if any. But write the same sum on paper, a sum he can 'read' using

the same language used in oral questions and he can't do it, remove the paper

and ask him the same question , no problem, return the paper and blank. he can

write numbers to 30 independantly, he knows the answers, he can read the sums

but is seemingly unable (or possibly unwilling?) to write the answers. Also

altho he understands the concept of adding 1 in his head if he is then given

equipment to use to work it out again he goes blank, no idea without a lot of

prompting. This is not the usual profile of learning to add as far as I am

aware, I thought using equipment was supposed to help! He CAN use a number line

just not objects like numicon etc. This reliance on an adult asking the

questions tho means a complete lack of independance in maths and I am looking

for ways to encourage independant working at this very basic level of number

work. Any ideas?

sue wong