switch and touch screen access

1. eye and visual memory 2. ear and auditory memory 3. hand and motor memory

The objective of the software is to stimulate the short term working memory through repetition and practice.
Children with difficulties in mathematics, may have isolated deficits or combinational deficits such as:

1. Number processing: Solving a mathematical problem that could be associated with language comprehension - in understanding the description or instruction set out within the problem.
2. Calculation: Understanding mathematical symbols (+, - etc.), retrieving number facts, following a set procedure or algorithms.
3. Spatial orientation:

The British Dyslexia Association describes the typical symptoms of dyscalculia.

• Counting: Dyscalculic children can usually learn the sequence of counting words, but may have difficulty navigating back and forth, especially in twos and threes.
• Calculations: Dyscalculic children find learning and recalling number facts difficult. They often lack confidence even when they produce the correct answer. They also fail to use rules and procedures to build on known facts. For example, they may know that 5+3=8, but not realise that, therefore, 3+5=8 or that 5+4=9.
• Numbers with zeros: Dyscalculic children may find it difficult to grasp that the words ten, hundred and thousand have the same relationship to each other as the numerals 10, 100 and 1000.
• Measures: Dyscalculic children often have difficulty with operations such as handling money or telling the time. They may also have problems with concepts such as speed (miles per hour) or temperature.
• Direction/ orientation: Dyscalculic children may have difficulty understanding spatial orientation (including left and right) causing difficulties in following directions or with map reading"

Multi-Step Maths attempts to address some of the deficts through modules such as:

• Counting: Children count objects up to 10 but within smaller number bands. The children are counting and developing number shape correspondence.
• Grouping: Children are counting and use the soft keyboard to recognise numerals up to 10
• Audio Numbers: As children become competent in recognising number shapes, children listen to number sounds and identify the corresponding number shapes.
• Number Recall: Children strengthen their visual and auditory number skills by Listening, Remembering and Recognising numbers
• Ordering Numbers: This module allows the children to apply their number knowledge to ordering numbers from left to right.
• Number Pattern: Children apply their counting skills to number patterns.
• Money: Allows children to apply their number knowledge to recognising money.
• Addition: Introduces the abstract concept of horizontal addition, through counting and recognising the numeral.
• Take away: Introduces horizontal subtraction, through counting and recognising the numeral
• Shapes: Children are being introduced to the concepts of bigger and smaller, basic shapes and identification of 2D shapes
  

Multi Step 2 and 3, extend these skills alongside other skills to support the NNS for Year 1 and Year 2 through using Visual, auditory and kinaesthetic learning styles.

Every question answered by the child is supported by feedback and by module awards.

How is Multi-Step Maths addressing some of these challenges:

Multi-Step Maths harnesses the concepts of personalised learning and Assessment for Learning (AfL) and is mapped to P levels, Foundation Stage Profile (FSP) and the National Numeracy Strategy (NNS. Further, it enables access to children with physical disability through switch and touch screen options.