Popular Math Apps in the Resource Classroom: Why I Chose Not To Use Them

This is a guest article from Special Education Teacher Monise Seward, you can find out more about her work on her website – http://www.moniseseward.com/

For the last 8 months, my IG and Twitter posts have focused on two main goals; find (a) Dyscalculia and Dyslexia training; and (b) Math Apps and/or curriculum designed with my students’ needs in mind. Both proved to be challenging and time-consuming endeavours, eventually I found one.

Dyscalculia is the Learning Disability you’ve probably never heard of, despite the fact that 5-10% of the population has it. Based on the challenges non-identified students experience, I believe there are more kids (and adults) with Dyscalculia. We simply characterize their struggles as ‘Math anxiety’; at least, in this country. Based on conversations had with U.S. teachers, few are aware of the existence of Dyscalculia. They are unable to identify the characteristics exhibited by students who may have it. Compounded by a lack of training on Dyscalculia, many teachers adhere to a pacing guide that does not allow time for remediation or accommodations.

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Dybuster User Studies: How Effective is Orthograph?

Dybuster‘s software Orthograph was developed in collaboration with the Swiss Federal Institute of Technology. The principles behind the software came from neuroscience and computer science. An important part of the development process was rigorous user testing: how well did the software actually work? Did Orthograph really help dyslexics improve their spelling and reading?

First case study

The first study on Dybuster software was published in 2007. Eighty children between the ages of nine and eleven took part in the study, which was led by neuropsychologists Prof. Dr. Lutz Jäncke and Prof. M. Meyer. The participants included both children with dyslexia and children without.

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