In an earlier blog I mentioned maths anxiety. This can be crippling for some children. We don’t know quite what’s at the root of this, perhaps it is the perception that, in maths, things are either right or wrong. The very thing that makes maths a joy to some children, makes it seem inaccessible to others. Read more
Many very young children start to show an interest with quantity and other mathematical concepts such as shape quite early in their exploration of the world. Read more
Have you ever considered the proportion of nursery rhymes that include counting and numbers? Read more
For many countries in the northern hemisphere, the new academic year begins around the start of September. Read more
Where learners’ EF (Executive Function) is underdeveloped and/or working memory is overloaded, mathematics can pose real challenges that go beyond understanding numbers or carrying our calculations. It’s common for EF to impact maths, not least because of the importance of sequencing, and EF difficulties can co-occur with dyscalculia as with dyslexia. Read more
Executive functions (Explained in more detail here: EF – an introduction) develop from early childhood and are seen as key predictors of academic outcome and life chances in the modern world. I discussed how EF difficulties might present or be supported in the classroom in EF and Learning – Classroom Survival.
Some students with underdeveloped EF find the demands of school overwhelming from the very start, whereas for others, classroom routines, resources and support can be a benefit. In both cases, homework is likely to pose a challenge, particularly as they grow older, since such independent tasks place significant burden on EF.
When a child or young person has underdeveloped EF they
Executive function (EF) difficulties commonly co-occur with other learning differences and specific learning difficulties, and they can pose life-long challenges. It’s important for those affected, their families, educators and employers to understand how EF impacts everyday functioning and what can be done to support this. For more on EF difficulties see EF – an Introduction.
Many of the challenges faced (and sometimes posed) in school and learning situations by students with EF difficulties are similar or identical to those experienced by their neurotypical peers. This is one of the reasons why teachers and parents can easily miss the signs that there is a support need. Unfortunately, all too often, the behaviours that actually signs of EF difficulties are labelled as immature, impulsive or even plain ‘naughty’.
So what might these behaviours be?
The chances are that unless you have (or a family member has) a diagnosis detailing executive function difficulties, or you are an experienced clinical practitioner, assessor or special needs educator, you may not have heard of executive function (EF) at all. As part of a research project in the summer of 2016, I conducted an online survey of teachers to gauge their knowledge and understanding of a range of learning needs: executive function difficulty was the least well known by the 170 respondents. Research shows that students with specific learning difficulties are likely to have executive function challenges. Based on published prevalence figures it is statistically very probable that every mainstream class will include a number of pupils with executive function difficulties.