Very special maths : developing thinking and maths skills for pupils with severe or complex learning difficulties

231 Pages·2019·18.923 MB·English

by  Les Staves

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Very Special Maths

All children require mathematical understanding to access as full a life as possible.
This practical book explores the curriculum required to accommodate the various
difficulties faced by children with severe and profound learning difficulties. It
describes how children’s mathematical thinking first develops and how it can be
nurtured to ensure real understanding and support essential life skills.
Chapters explore key concepts including:
■■quantity recognition and counting
■■sequence and measurement
■■comparisons
■■space and shape
■■time
■■monetary value.
Mindful of the diverse challenges faced by teachers and pupils, the book explains
the neurological and pedagogical theories that underpin the development of early
mathematical thinking. It considers how mathematical skills that will best support
children’s everyday functioning can be developed. Practical ideas and activities for
application in the classroom are further supported by illustrative diagrams, case
studies and detailed online reading to deepen teachers’ understanding and confi-
dence when working with pupils.
An essential and inspiring guide for teachers, special educational needs
coordinators, teaching assistants, and parents, this text proves that with the appro-
priate strategies, each child is able to develop the mathematical skills essential to
everyday living.
Les Staves has over 45 years of experience working within special education. He is
recognised internationally as a freelance writer, consultant, and trainer.
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Very Special

Maths
Developing Thinking
and Maths Skills for Pupils
with Severe or Complex
Learning Difficulties
Les Staves
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First published 2019
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 Les Staves
The right of Les Staves to be identified as author of this work has been asserted
by him in accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Names: Staves, Les, author.
Title: Very special maths : developing thinking and maths skills for pupils
with severe or complex learning difficulties / Les Staves.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2019.
Identifiers: LCCN 2018009734 (print) | LCCN 2018016944 (ebook) |
ISBN 9781315638348 (eb) | ISBN 9781138195516 (hb) | ISBN 9781138195530 (pb)
Subjects: LCSH: Special education–Mathematics. | Mathematics–Study and
teaching. | Mathematics–Study and teaching–Activity programs. |
Learning disabled children–Education. | Children with disabilities–Education.
Classification: LCC QA11.2 (ebook) | LCC QA11.2 .S73 2019 (print) |
DDC 371.9/0447–dc23
LC record available at https://lccn.loc.gov/2018009734
ISBN: 978-1-138-19551-6 (hbk)
ISBN: 978-1-138-19553-0 (pbk)
ISBN: 978-1-315-63834-8 (ebk)
Typeset in Melior
by Out of House Publishing
Visit the eResources: www.routledge.com/ 9781138195530
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Contents

Acknowledgements ix
About the author x
Part 1 –  About a special curriculum 1
1 What this book is about 3
2 About curriculum attitudes and mindsets 5
3 The place of maths in a very special curriculum 8
4 Sensory beginnings 14
5 Introducing the parts of learning 21
Part 2 – Tools for learning 23
6 Introducing the tools for learning 25
7 Physical skills at the beginning of thinking 29
8 Schema – first patterns of thinking 36
9 Introducing the senses 41
10 About vision 45
11 Hearing 51
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12 Touch and movement 56
13 Attention 61
14 Perception 67
Part 3 – Processes of learning 73
15 Introducing the processes of learning 75
16 Learning to play 81
17 There are many ways of playing 88
Part 4 – Thinking about thinking 101
18 About the development of thinking 103
19 Thinking with objects and fingers 107
20 Visualisation – using all senses 114
21 Thinking using marks and graphic representations 119
22 Using numerals – a medium for abstract thinking 125
23 Language, thinking and memory 132
Part 5 – Developing mathematical ideas 139
24 Introducing aspects of mathematical thinking 141
25 Some sensory beginnings of number 145
26 Comprehending space, shape and measures 150
27 Learning about size and comparisons 155
28 About number sense 160
29 An exact number sense for small quantities 165
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Contents vii
30 An approximate number sense 172
31 Understanding comparative value – including exchange and money 176
32 Number is like space 180
33 Subitising – connecting perception with number 185
34 Counting 194
35 Calculation and big ideas 206
Index 215
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Acknowledgements

I have worked with very special children since the inception of schools for
them, and practice has changed radically. Along the way, the people who have
influenced this book are many. There are those who are mentioned in the text for
their thinking and practice, but there is also a legion of others. All the teachers,
teaching assistants, parents and therapists I have worked with – they are a special
community of remarkable commitment and I have to thank them all for what they
have contributed to my knowledge, and all they do for special children.
Finally, those who have read and corrected my work so assiduously – good
friend Keir Davidson and patient wife Wendy Headley.
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