![]() For example, they will struggle with understanding basic numerical concepts, will use immature methods, will struggle to retain facts and won’t know whether an answer makes sense. Adults who might be considered dyscalculic will have very limited number sense, which is generally thought of as the ability to understand and manipulate quantities. There are many reasons adults have difficulties with maths and having dyscalculia is only one potential reason. After discussions and diagnostic tests, we found that a coloured overlay completely cured her ‘supposed’ maths difficulties. She also wrote some numbers in their mirror image. I had a very interesting student who had no problems with wordy maths problems but when faced with numbers on their own she struggled to read them. Adults may have difficulties with ‘seeing’ or writing numbers due to visual stress. Some adults may be able to estimate and get to an answer without knowing how they got there, whilst others may use a sequential, step by step, ‘inchworm’ approach and be unable to estimate. A mismatch between a tutor’s and adult’s thinking style can affect learning. Any difficulties in these areas will affect an adult’s ability with maths. Short term and working memory affect the ability with mental arithmetic and long term memory is needed to remember maths facts and procedures. Learning differences are quite complex and their can be comorbidities. Dyslexia or other learning differences. ![]() It is a skill like any other that with practice can be acquired. Some adults believe that they “can’t do maths”. For example: “why do I need maths when I’m studying Performing Arts?” If the motivation to learn maths is absent then any learning can be very difficult. Specific teaching in which operation to use when is imperative. Many people can struggle with what to do in a ‘wordy’ problem even though their arithmetic might be good. It isn’t just adults who speak English as a second language that can find difficulties with the maths language. Maths anxiety is a very real phenomenon and adults, in particular, can have severe anxiety about maths, coupled with very low self-esteem, making it difficult for them to even try for fear of failing. For example, if a student happens to be away when division is covered then it can be very difficult to catch up and then understand fractions.
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