Thesis-2007-Perkin.pdf (27.12 MB)
Mathematics learning support and dyslexia
thesis
posted on 2011-02-14, 12:20 authored by Glynis PerkinThis research identifies, through an extensive series of exploratory and explanatory case
studies, the mathematical difficulties that might be encountered by dyslexic engineering
students. It details support mechanisms that may be put in place to help these students
reach their full potential and makes suggestions for the introduction of measures at
institutional level to ensure compliance with current legislation. This is an area,
identified from the literature search, that has not, until now, been the focus of any
substantial research activity and thus the findings form an original and significant
contribution to knowledge in this field. The findings are not only intrinsically
interesting but will also be of use to practitioners of mathematics, support staff, staff
developers and policy makers in higher education.
A literature review gives historical background on the development of education in
general, and mathematics in particular, in the UK. The main theories and problems
associated with developmental dyslexia are also given. Surveys were undertaken to
determine the extent of mathematics learning support in UK universities and also to
determine the extent of the provision of mathematics support to dyslexic students. Using
case study research and by providing one-to-one mathematics support, the difficulties
encountered by dyslexic students were investigated. Related work is an exploratory
study into the use of different media combinations in Computer Assisted Assessment.
Additionally, an in-depth case study of the Mathematics Learning Support Centre at
Loughborough University has been undertaken and is reported in detail with
recommendations for changes suggested.
The results of this research show that mathematics learning support is widespread and
often essential to bridge the gap between school mathematics and university level
mathematics but specialist mathematical support for dyslexic students is rarely
available. It is determined that dyslexic students can be impeded in their learning and
understanding of mathematics as a direct result of their dyslexia. Recommendations for
further study in some areas and future lines of inquiry in others are suggested.
History
School
- Science
Department
- Mathematical Sciences
Publisher
© Glynis PerkinPublication date
2007Notes
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.EThOS Persistent ID
uk.bl.ethos.487693Language
- en