Times tables are a fundamental aspect of mathematics that can greatly affect a person’s ability to solve daily math problems. However, individuals with dyslexia and/or dyscalculia often struggle with learning and recalling times tables, which puts them at a disadvantage compared to their peers who have a greater fluency in this area. In this two part blog post, we will investigate the reasons behind this difficulty and explore some strategies that can support these learners in their times table learning journey.
When it comes to learning times tables, several skills are required, such as automatic recall, processing speed, working memory, sequencing, and visual skills. Unfortunately, these skills are often areas of difficulty for people with dyslexia. This means that additional support is needed to help these learners grasp times tables concepts. Additionally, individuals with dyslexia often have a high prevalence of other learning difficulties, such as dyscalculia, ADD, and ADHD, all of which can affect their ability to understand number concepts or to focus and concentrate.
Traditionally, times tables have been taught by rote, where students memorize the multiplication facts without any understanding of their purpose or application. The problem with this approach is that it is very difficult to remember something that you do not understand. Rote learning of times tables does not teach children about the values involved, which means that they do not necessarily link the words they are saying to the number symbols printed on a page. This makes times tables unconnected and without meaning.
A more effective approach to teaching times tables is to prioritize language and concepts first. There are many words used in math that mean the same thing, as every math operation has a number of different terms. For example, the term “times” can be interchanged by the words: multiply, product, lots of, of, and groups of. Even the term “times table” can be misleading. Children associate the word “time” with a clock and “table” with a physical table. They do not associate the term with a multiplication grid. Therefore, it is essential to ensure that the learner understands and comprehends the meaning of the mathematical terms being used and understands the concept of a “times table.”
Another crucial concept for learners to understand is the basis for multiplication, which is groups. Multiplication is all about groups of a different number. For example, understanding that two groups, each containing two sweets, makes a total of four sweets. This can be demonstrated visually with concrete examples (actual sweets or counters) with accompanying words, and then with accompanying numbers: 2×2 = 4.
There are several strategies that can support individuals with dyslexia and/or dyscalculia in their times table learning journey. One such strategy is the use of visual aids, such as multiplication grids or tables, to help learners connect the numbers with the multiplication facts. This can also help them identify patterns in the multiplication facts, making them easier to remember.
Another helpful strategy is to use mnemonics or memory aids to help learners remember multiplication facts. For example, “8 times 8 fell on the floor, picked it up, and it was 64.” This type of mnemonic can help learners remember the multiplication fact of 8×8.
Moreover, using real-life examples can help learners connect times tables to their daily lives. For instance, demonstrating how times tables can be applied in cooking or measuring ingredients can help learners understand the relevance of times tables in their daily lives.
Language and concepts first
There are many words used in maths that mean the same thing as every maths operation has a number of different terms. For example, the term ‘times’ can be interchanged by the words: multiply, product, lots of, of, groups of. Even the term ‘times table’ can be misleading. Children associate the word ‘time’ with a clock and ‘table’ with a physical table. They do not associate the term with a multiplication grid. This means that we need to ensure that the learner understands and comprehends the meaning of the mathematical terms that we are using as well as understands the concept of a ‘times table’.
Another key concept for learners to understand is the basis for multiplication – which is groups. Multiplication is all about groups of a different number. For example: understanding that two groups, each containing two sweets, makes a total of four sweets. This can be shown visually with concrete examples (actual sweets or counters) with accompanying words. Then with accompanying numbers: 2×2 = 4.
An extension of this example would be three groups of two sweets makes six sweets (3×2 = 6) and also two groups of three sweets also makes a total of six sweets. So six sweets can be split in three groups of two, or two groups of three. This is an important concept for learners to grasp as it shows that groups of things can make numbers grow and get bigger.
When teaching multiplication, it is important to also teach its inverse, division. This not only means that division is being taught at the same time as multiplication, so save time later, but also aids the learning process on multiplication as it develops the learners understanding of the inter-related concepts that underpin number relationships. Children need to connect the timetable knowledge to the maths question knowledge. This is why understanding purpose of times table is crucial. For example: If I had four groups of three sweets, how many sweets would I have altogether? Now the inverse: If I had twelve sweets and shared them equally with three friends, how many sweets would everyone have?
In the second part of this blog post, released next week, we will focus on some more specific strategies that can help a person in learning their times tables.
Click here to read more about gamifying maths teaching: https://www.dyslexiauk.co.uk/gamifying-maths-learning-dyscalculia-and-maths-anxiety-part-1/
Gamifying maths learning – Dyscalculia and Maths anxiety – Part 2
View the common signs of dyscalculia here: WHAT ARE THE SIGNS OF DYSCALCULIA?
To discuss your concerns with a dyslexia assessor, pleaseclick here
– Recommended Books for Teenagers & Students with Dyslexia and Books about Dyslexia for Teachers and Tutors https://shop.dyslexiauk.co.uk/
