Mathematics, dyslexia, and accessibility

This paper is based on my experiences in one-to-one mathematics support to students with additional needs, in particular dyslexia. It will build on a number of case studies, in order to explore the differences that students experience and the errors they are likely to make. The aim is to show how greater accessibility could help the dyslexic mathematician focus on developing their mathematics and demonstrate their capabilities. Three areas will be covered, namely: reading, writing and memory.