{"id":14041,"date":"2025-08-20T02:00:22","date_gmt":"2025-08-20T01:00:22","guid":{"rendered":"https:\/\/davismethod.com\/?p=14041"},"modified":"2025-08-20T02:00:57","modified_gmt":"2025-08-20T01:00:57","slug":"math-language-clay-models-dyslexic-learners","status":"publish","type":"post","link":"https:\/\/davismethod.com\/nl\/math-language-clay-models-dyslexic-learners\/","title":{"rendered":"Davis Pacific: How Clay Models Help Dyslexic Learners"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">By <a href=\"https:\/\/davismethod.com\/facilitator\/claire-ashmore\/\">Claire Ashmore<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Math teachers routinely use multiple words for the same concept<\/strong> \u2014 add, plus, added to \u2014 switching between them naturally during lessons. But for dyslexic children, this seemingly simple language flexibility can create profound confusion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A recent planning meeting with math teacher Geoffrey Ashiono highlighted this challenge and sparked a discussion about how Davis Method clay modeling can provide clarity where traditional teaching methods fall short.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Language Confusion Problem<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Math teachers naturally use synonymous terms interchangeably:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Add<\/strong> or <strong>plus<\/strong> or <strong>added to<\/strong><\/li>\n\n\n\n<li><strong>Subtract<\/strong> or <strong>minus<\/strong> or <strong>take away<\/strong><\/li>\n\n\n\n<li><strong>Multiply<\/strong> or <strong>times<\/strong> or <strong>by<\/strong><\/li>\n\n\n\n<li><strong>Divide<\/strong> or <strong>share<\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">While teachers understand these words mean the same thing, dyslexic children often don&#8217;t. When a teacher says &#8220;add&#8221; one minute, then &#8220;plus&#8221; the next, then &#8220;added to,&#8221; confusion sets in. Do they mean the same thing or different operations?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This uncertainty undermines mathematical confidence before calculations even begin.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Picture-Thinking Needs Context<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Dyslexic learners are primarily picture-thinkers who benefit from concrete, visual representations. They need context and narrative to connect with learning \u2014 something that makes abstract concepts tangible and relatable.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Clay modeling provides exactly this foundation.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">A Real Example: Watermelons and Addition<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">One 8-year-old learner came from a farm where they grew watermelons. The child loved watermelon, so his context for learning became watermelons. He also wanted to learn the meaning of &#8220;equal&#8221; \u2014 if his sister had three melons, he definitely wanted three melons too!<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This personal connection became the foundation for understanding mathematical concepts.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Building Understanding Through Clay<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>First, establish the core concept:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Addition means &#8220;putting together&#8221; two or more quantities. When you add, you join something to something else so there is <strong>more<\/strong>. The &#8220;more&#8221; is crucial \u2014 it helps children realize the answer should always be bigger than the starting number.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Next, connect multiple terms to one meaning:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Using clay models, children learn that &#8220;add&#8221; has the same meaning as &#8220;plus&#8221; and that both connect to the + symbol. This gives certainty to children listening to mathematical language.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">How the Clay Model Works<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The child creates a visual representation using clay balls to represent quantities. For the equation 2 + 3 = 5:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Reading left to right:<\/strong> 2 <strong>plus<\/strong> 3 equals 5 <strong>Alternative reading:<\/strong> 3 <strong>added to<\/strong> 2 equals 5<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Both phrasings use the same clay model and the same + symbol, making the connection clear.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"768\" src=\"https:\/\/davismethod.com\/wp-content\/uploads\/2025\/08\/Clay-for-Dyslexia-and-Dyscalculia-1024x768.png\" alt=\"\" class=\"wp-image-14042\" srcset=\"https:\/\/davismethod.com\/wp-content\/uploads\/2025\/08\/Clay-for-Dyslexia-and-Dyscalculia-1024x768.png 1024w, https:\/\/davismethod.com\/wp-content\/uploads\/2025\/08\/Clay-for-Dyslexia-and-Dyscalculia-300x225.png 300w, https:\/\/davismethod.com\/wp-content\/uploads\/2025\/08\/Clay-for-Dyslexia-and-Dyscalculia-768x576.png 768w, https:\/\/davismethod.com\/wp-content\/uploads\/2025\/08\/Clay-for-Dyslexia-and-Dyscalculia.png 1200w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Connecting Symbols to Meaning<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Mathematical symbols often confuse visual-spatial learners. Clay modeling addresses this by making abstract symbols concrete:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Where is the meaning of plus?<\/strong> \u2192 Point to the + sign <strong>Where is the meaning of add?<\/strong> \u2192 Point to the + sign<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The physical model shows that different words point to the same symbol and concept.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Summary Step<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">After creating the model, the learner takes control. They guide others through a summary of their clay work, pointing at the model while explaining the meaning. This active teaching role reinforces understanding and builds confidence.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Why This Approach Works<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Picture-thinking learners need:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Concrete representations<\/strong> of abstract concepts<\/li>\n\n\n\n<li><strong>Personal context<\/strong> that makes learning relatable<\/li>\n\n\n\n<li><strong>Multi-sensory engagement<\/strong> through hands-on creation<\/li>\n\n\n\n<li><strong>Clear connections<\/strong> between different terms and symbols<\/li>\n\n\n\n<li><strong>Active participation<\/strong> in explaining their understanding<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Clay modeling provides all these elements while addressing the specific challenge of mathematical language confusion.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Beyond Addition<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">This approach works for all mathematical operations. Whether working with subtraction (minus, take away), multiplication (times, by), or division (divide, share), clay models help dyslexic learners understand that multiple words can represent the same mathematical concept.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The key is providing concrete, visual anchors for abstract mathematical language.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">A Foundation for Success<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">When dyslexic children understand that mathematical terms are simply different names for the same operations, confusion decreases and confidence grows. They can focus on learning mathematics rather than decoding conflicting language.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This clarity becomes the foundation for mathematical success, allowing picture-thinking learners to engage with math using their natural strengths rather than struggling against language barriers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learn more about the Davis\u00ae Mastery for Dyslexia <a href=\"https:\/\/davismethod.com\/programs\/davis-mastery-for-dyslexia\/\">here<\/a>, connect with <a href=\"https:\/\/davismethod.com\/facilitator\/claire-ashmore\/\">Claire<\/a> or f<a href=\"https:\/\/davismethod.com\/facilitator\">ind a Davis\u00ae Facilitator<\/a> in your area.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Have questions? Contact us<\/h2>\n\n\n\n<div class=\"wp-block-contact-form-7-contact-form-selector\"><p class=\"wpcf7-contact-form-not-found\"><strong>Fout:<\/strong> Contact formulier niet gevonden.<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"<p>By Claire Ashmore Math teachers routinely use multiple words for the same concept \u2014 add, plus, added to \u2014 switching between them naturally during lessons. But for dyslexic children, this [&hellip;]<\/p>\n","protected":false},"author":13,"featured_media":14042,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[6],"tags":[66,86],"class_list":["post-14041","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-davis-mastery-for-dyslexia-program","tag-language_english"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Davis Pacific: How Clay Models Help Dyslexic Learners Math Language Confusion: Clay Models Help Dyslexic Learners - Davis - English<\/title>\n<meta name=\"description\" content=\"Learn why terms like &#039;add,&#039; &#039;plus,&#039; and &#039;added to&#039; confuse dyslexic students and how clay models create mathematical clarity and understanding.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/davismethod.com\/nl\/math-language-clay-models-dyslexic-learners\/\" \/>\n<meta property=\"og:locale\" content=\"nl_NL\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Davis Pacific: How Clay Models Help Dyslexic Learners Math Language Confusion: Clay Models Help Dyslexic Learners - 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