Tag Archives: dyscalculia

Home Schooling (50 excerpt)

Early April 2020

Question one of the first worksheet the school had sent us to was:

Write the factors of each number in the pairs: 24, 40

The problem with this question was that the children didn’t know what that meant. And neither did I. I don’t know what a factor is, or why there were pairs of numbers and not just one single number. Amy immediately got stressed and started thumping the desk and shouting that she didn’t understand. Jack, on the other hand immediately answered all the questions, wrongly, in about ten seconds flat, then stood up and loudly boasted he’d finished already, waving his paper in our faces. Amy screamed at him to shut up and go away. Confusion reigned. I looked up ‘What is a factor’ on Google, but I didn’t understand the information so couldn’t explain it to the children. Amy started crying and saying she HATED MATHS and was RUBBISH AT MATHS. Jack rubbed out all his work after I told him it was wrong (even I could tell his answers were just random numbers). His ADHD means that he’ll skim read a question and get the meaning wrong, then rush the answers which are themselves all wrong, before he realises he has to start all over again at the beginning by reading the questions properly. He doesn’t do slow and logical. He doesn’t do methodical and careful. And he doesn’t learn from his mistakes because he approaches his school work in this exact same way every single time.

At this point I decided I needed help so I phoned a friend. Lindsay very kindly attempted to explain the question to us via WhatsApp video call. I half understood, but neither of my children did. I then had another go at explaining it to them myself, expanding on Lindsay’s information (third time lucky?) but both children glazed over and interrupted saying it wasn’t making sense. I got cross and told them to keep quiet for GOD’S sake and LISTEN whilst I try to explain. In response Amy threw her pencil across the floor and shouted that she didn’t understand anything. Now I shouted for everyone to shut up and behave. Both of them again repeated how much they hate maths (even though at school Jack used to enjoy maths and do well). Everyone’s stress levels were sky high.

The twins attempted to answer the first question one more time — one crying, the other in a world of his own weirdness and confusion writing down numbers and circling random printed digits on his page (although I didn’t understand why on earth there were numbers printed in the boxes where he was supposed to be writing down the answers). After a few minutes Amy stopped struggling, tears running down her cheeks, and said she still didn’t understand it. But neither did I, so I couldn’t help her. I could only shrug. I noticed Jack was staring out of the window.

Forty-five minutes had somehow passed and it was the end of maths. I marked their ‘work,’ but when I looked at Jack’s paper I suddenly realised I’d accidentally given him the answer sheet instead of the questions. No wonder he already had numbers printed in the answer boxes, no wonder he was confused. I hadn’t noticed before because I thought those numbers were somehow part of the question. That’s how bad my understanding of maths is.

Everyone was unhappy and exhausted. If asked, we couldn’t do the same question again tomorrow because we don’t know how we got the (mostly incorrect) answers this time. How is that teaching? Amy sobbed and ran upstairs. This was the first lesson of the day. I’m simply not equipped to teach maths. I have no training, no ability, no understanding, and I can’t do it. I’m making my children worse at this subject. I never expected to have to be a maths teacher and would never set myself up to be one. I can’t do this alone without the support of school. Jack does have quite a good understanding, but I’m gradually confusing him and undermining his confidence. And with my assistance Amy is solidifying her block against it.