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Not sure if anyone can help with this but here goes.

Ming

DS 10 has recently got a statement (he has ASD with lots os sensory issues) Now he is getting help at school he has really settled and is actually enjoying school. We had a TAC meeting last night and all seems to be going well. We have found that now he is more settled in school and we not "firefighting" the effects of school at home we are able to do more educational things at home to help him catch up.


Verbally he is exclellent and although the content of his comprehension is great he just cannot get punctuation, capital letters etc. when it comes to maths it is just so frustrating. We have been doing percentages and fractions I.e. what is 75% as a fraction and we he tell me 3/4. I can then ask whatis 3/4 as a percentage and he would not have a clue. We can go through a list of numbers to work out percentages and he will do quite a few without any problems at all and then out of the blue he does not know what they are. I just cannot understand what the issue is. I have asked the specialist teacher, SENCO and his class teacher but they do not know. I know he has the knowledge I just cannot understand why there are times when he just does not have a clue.

Has anyone had this issue and can you point me in the direction of what it may be.

Thanks so much.


Parents

  • I am currently working with a young teenager who evidences similar behaviour.  He has a diagnosis of dyscalculia and I'm wondering if that may have anything to do with your own situation?

    The issue appears to be about understanding.  I can remember, for instance, having heard it so many times and in so many ways, that e = mc squared, but I haven't a clue what the formula means or how I might manipulate it.  Dyscalculic children seem to have similar difficulties with the hidden meanings behind numeric symbols.

    In my student's case a recent instance was that we were doing two and three digit addition sums such as 19 + 7 = 26.  This involves adding 7 to 9 to get 16 and carrying 10 into the adjacent column.  What emerged was that he carried the '1' which symbolizes 10 and which is enough to complete a range of sums but actually had no idea that the '1' represented 10.  

    Just a thought.

Reply

  • I am currently working with a young teenager who evidences similar behaviour.  He has a diagnosis of dyscalculia and I'm wondering if that may have anything to do with your own situation?

    The issue appears to be about understanding.  I can remember, for instance, having heard it so many times and in so many ways, that e = mc squared, but I haven't a clue what the formula means or how I might manipulate it.  Dyscalculic children seem to have similar difficulties with the hidden meanings behind numeric symbols.

    In my student's case a recent instance was that we were doing two and three digit addition sums such as 19 + 7 = 26.  This involves adding 7 to 9 to get 16 and carrying 10 into the adjacent column.  What emerged was that he carried the '1' which symbolizes 10 and which is enough to complete a range of sums but actually had no idea that the '1' represented 10.  

    Just a thought.

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