“Providing a context better allows a child to understand the action of the operation (in this case, separating a whole into four equal groups). This can also help to increase a child’s interest in the subject matter, especially if they are given the opportunity to be a part of the contexts or create the contexts themselves. Rote memorization of facts and concepts can be more challenging for children with dyslexia, but the contexts give them something to hold on to when learning new concepts and exploring number relationships.” says Laura Berman MATM ‘23, who wrote an article discussing the impact providing context within learning mathematics can have on students with Dyslexia. Read the article here.