Teaching Maths to Pupils with Different Learning Styles

′Tackles an area of the curriculum many teachers lack confidence in.′ ′Lots of good starting points′. ′Spans a lot of material and is strong on diverse learning styles.′ ′Clear explanation and good visual layour, very innovative in approach.′ - Judging Panel for NASEN/TES Book Award

′The book is rich in lively teaching suggestions and in insights into the impact of different forms of explanation′ - Debate

′[C]arries us away from narrow views of ability and special needs and into the consideration of difference. The author takes us through lively discussions of many aspects of mathematics learning. Each section offers learning and teaching ideas involving visual and kinaesthetic approaches.

The book is a compendium of sound ideas rather than a collection of startlingly new approaches. But throughout it has the great strength of being exceptionally clear in its arguments, descriptions and drawings. The design is generally helpful with plenty of illustrations, as befits the book′s message. There are handy pages of photocopiable resources.

This is a lively and often passionate account of ways of ensuring that multi-sensory approaches infect mathematics learning. As the author says, "pictures in the mind can help all pupils". We might add, "They help all teachers too"′ - TES Extra for Special Needs

′If you have found pupils struggling to understand some aspects of mathematics at any age then this book is for you.

It is a very readable book that would interest all those who work in classrooms, whether as a teacher or support worker with all ages and abilities, for those who work with older pupils as it gives possible approaches to use with those for whom basic skills are weak or have difficulty in understanding some of the concepts required of GCSE examinations′ - Alison Parish, Second in Mathematics Department, Stowmarket High School, Suffolk

Read the full review as posted on the Association of Teachers of Mathematics website!

′It is a highly practical book. One strength is the way that it develops a topic from the very basics through to the harder concepts. There are a large number of activities that are ′ready to run′ but these really are just a starting point for teachers to begin thinking about teaching topics in a different way, and from these teachers will be able to develop their own approach.

Although this book is focusing on pupils who are visual and kinaesthetic learners, the great majority of learners adopt a mixture of learning styles, so this approach will benefit the entire class. Worth a read!′ - Maths Coordinator′s File

′This excellent and very informative teaching resource is about teaching mathematics to pupils who have learning differences. [It] is very practical and easy to read. A really nice feature is the inclusion of photocopiable resource sheets allowing readers to try out easily the ideas suggested in the book.

This resource is highly recommended and will be very suitable for maths teachers in primary and secondary schools, SENCOs and teaching assistants′ - British Journal of Special Education

′This book is about making mathematics visible and tangible -- not something that just lies flat on the page. Dipping into it will provide instantly usable suggestions across a variety of topics at different levels: from early number concepts through to fractions and ratios, algebra, aspects of geometry (including angles and circles), and data handling. When you get a chance to read it more thoroughly you will find arguments for using these approaches, consideration of some of the pitfalls to avoid, and inspiration to develop different ways of helping students to achieve deep and connected understandings. For any teacher who wants to provide students with opportunities for visual and kinaesthetic learning in mathematics′ - The Australian Association of Mathematics Teachers Inc.

′A very good book, offering teachers, SENCOs and teaching assistants guidelines, strategies and practical activities to access the thought processes of pupils with different learning styles. It has an easy-to-read format giving suggestions, rather than dictat, on the use of "models to think" and is a unique document for those who have input into the furthering of the teaching and learning of mathematics′ - Mathematics in School

How can you make maths exciting and meaningful for all your pupils?

Some pupils find even basic concepts in mathematics difficult to grasp and it can be a challenge to make lessons accessible to all. This book offers practising teachers a range of approaches to making maths clear for struggling students.

It looks at the different ways in which maths can be taught so that pupils with different learning styles can be stimulated. Maths is visible and tangible - not something that just lies flat on the page.

Included are:

- ideas to be used in lessons

- suggestions for exciting, visual ways to teach basic concepts

- lots of practical advice and guidance.

The book shows teachers how to unlock mathematics for all their learners, and it encourages the use of a variety of methods to teach the subject. It provides a valuable resource for maths teachers in both primary and secondary schools, for SENCOs and teaching assistants, and for those delivering initial teacher training or inservice courses.

Tandi Clausen-May is an educational researcher responsible for the development of a range of mathematics curriculum and assessment materials. She delivers popular workshops on teaching mathematics around the United Kingdom. She also writes regular articles on mathematics teaching for educational journals and newspapers.

Tandi Clausen-May is an independent educational researcher based in England. She works nationally and internationally in the area of mathematics education.