This discussion focuses on strategies for accurately interpreting mathematical problems, particularly for individuals who may experience dyslexia or similar reading challenges. Key recommendations include rewriting problems, drawing diagrams, underlining important information, and reading problems aloud to enhance comprehension. The conversation highlights a specific example involving the conversion of minutes and seconds to degrees, emphasizing the importance of understanding notation and seeking clarification when uncertain. Participants share personal experiences related to misreading problems and the impact on their mathematical performance.
PREREQUISITESStudents struggling with mathematics, educators seeking to support learners with dyslexia, and anyone interested in improving their problem-solving skills in math.
Mathematics is different from many other disciplines in that information is often presented in a compact form that is very dense. You can't just skim through it. Whether you do or don't have dyslexia, it's important to make sure that you understand what is being conveyed in the problem. You want to be sure to work the problem as it is stated.Tyrion101 said:I think I have a touch of dyslexia (or the number version of this) and nearly all of my problems in math have occurred because I misread the problem completely. What can I do to ensure that I am indeed seeing what I think I'm seeing?
Many people don't have a good grasph on left vs. right. I was in the US Army back in the 60s, and it was firmly impressed on me which way left is and which way right is.jedishrfu said:That could well be dyslexia. I used to have issues with left and right confusion. On my drivers test the instructor said take a right turn and I put the signal on for left and took a left. He told me what I did wrong but still passed me because I signalled correctly for the turn I took.