Maybe your child hates math. Maybe you did, too, when you were a kid, or you got so anxious about math tests that you had panic attacks. While math is hard for some children, there are some who do have an real learning disability in math, called dyscalculia. We will go over the signs of dyscalculia, how to get diagnosed, and what to do if your child has it.
While math is a struggle for many children, and as the curriculum has shifted from “the way we were taught,” to the “new math” common core curriculum, it is often hard for parents to help with math at home. However, some signs of a math learning disorder include:
If your child ticks several of these boxes, they may be behind in math, something that is common post-pandemic. However, they may have dyscalculia, a math disorder that makes it difficult for them to process math information.
“Standalone math disabilities are less common than reading, writing, or language-based disabilities, but they do exist,” says Paulette Selman, a school psychologist who frequently tests students for processing disorders and who also works as a special education advocate in Oregon and Washington. It is less studied and diagnosed than dyslexia, its studying equivalent, but researchers are hypothesizing it may be as common as they are learning more about it and how brains process math concepts.
Dyscalculia is gaining notoriety, but it is still less likely to be identified by your school. You can bring your concerns to your child’s teacher or school counselor, and ask for an evaluation. If they find something, you can go from there.
You may also need to do a private evaluation with a neuropsychologist. These are often partially covered by insurance but can be expensive. Selman says, “lots of processing issues can impact math—working memory issues, executive functioning, visual-spatial issues, long-term retrieval, etc. So if math is a problem, there is likely an underlying issue that also affects other things, like organization or attention.” She recommends, “If your child is diagnosed or identified with a math or studying processing disorder, let the school know. The school may need to do additional testing to determine the impact of the processing issue, and whether they qualify for special education services.” The bottom line of this is that, if dyscalculia is present, often another diagnosis, like dyslexia or ADHD, is as well.
Your child may or may not qualify for special education services with a dyscalculia diagnosis. Selman says, “Some kids with processing disorders who are really bright may not qualify for school-based services, if their grades and test scores are fairly unaffected.” If they are struggling in school, they may be eligible for either a 504 plan or an Individualized Education Plan (IEP).
Dyscalculia is in the DSM-5, the document that lists mental health conditions and is often the deciding factor for what qualifies a diagnosis for receiving special education services. If you are unsure if your child needs or qualifies for supports, speak to the school or seek out an advocate in your community, as special education laws do vary by state.
To help any child with math at home is often a fraught endeavor, full of pitfalls and traps. However, there are many resources available for parents of children with dyscalculia. Or, you can outsource and hire a private tutor. It is a good idea to find someone with experience and training with dyscalculia and experience working with kids your child’s age.
This article from ADDitude has great list of all kinds of school, home, and work accommodations, but the ones for parents to use at home include pointing out math in the world when you can, playing games that incorporate math, help with homework and time management, and try to be understanding, even if you yourself don’t struggle with math.
The Pre-Health Professions website at Sacramento State provides students and alumni who are interested in entering a health professional field with information and resources to learn about a health profession and the process.
Be sure to check out Exploring Health Careers.org's Health Professions Week (HPW) 2022 for additonal activities and videos not listed above that will be available Nov 5th through Nov 11th.
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Students who are interested in a health profession but are not sure which route best suits them need to consider exploring. Here are some options that they have
Current students, faculty and staff can join the Pre-Health Canvas page for additional information and resources regarding the health professions.
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Join the Sacramento State pre-health advisors listserv. This is an excellent venue to ask other advisors questions regarding various health professions that students might ask you. As a member of the listserv, you will receive updated information from the various health professional organizations like AAMC, ADEA, etc., information about professional development or informational webinars, and information on programs for students to gain experience in the field. If you are interested in joining, email firstname.lastname@example.org to be added.
Join the National Association of Advisors for the Health Professions (NAAHP). NAAHP serves as a resource for the professional development of health professions advisors. When you join NAAHP, you automatically become a member of the regional association, Western Association of Advisors for the Health Professions (WAAHP). Annual membership is $180. Visit their website for additional information and how to join.
Advisors who are interested in learning more about the health professions please contact Richard Aguirre, SEE Services Coordinator.
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RIT’s Combined Accelerated Pathways are dual degrees that enable you to earn a bachelor’s and a master’s degree in approximately five years of study. They’re designed for exceptional undergraduate students with outstanding academic records. They accelerate your learning and position you for success. You’ll earn two degrees in less time and with a cost savings while still taking advantage of cooperative education experiences, internships, research, study abroad, and more.
Two is always greater than one, especially when it comes to investing in your education.
At RIT, hands-on, experienced-based opportunities are intentional and purposeful.
And designed for you to gain real experience, interact with experts, explore professional work environments, enhance your perspectives, and apply your skills in a range of settings. You’ll turn knowledge into know-how as you gain the hands-on experience employers look for in their next top hires.
RIT among top schools for co-op and internship programs
U.S. News & World Report, 2021
A sociologist, an artist, a mathematician, a health justice lawyer, and 21 other trailblazers have been honored as the latest MacArthur Fellows. The annual prize is awarded by the MacArthur Foundation, a private group that aims to support creative endeavors and a “peaceful world,” according to its mission statement.
The group’s MacArthur Fellows Program — known unofficially as the “genius grant” — awards $800,000 over a five-year stretch to people who have “extraordinary originality and dedication in their creative pursuits and a marked capacity for self-direction.” The fellowship prides itself on its “no strings attached” approach, with the aim to invest in recipients’ potential.
The latest group of grant recipients — which was announced Wednesday — consists of 15 women and 10 men, including one professor from Pennsylvania and another from New Jersey.
Recipient P. Gabrielle Foreman, 58, is a historian and professor at Pennsylvania State University focusing on American literature and African American studies. Her work has highlighted Black organizing efforts throughout the 19th century through programs like the University of Delaware’s Colored Conventions Project, of which she is the founding director.
June Huh, 39, was also named a fellow in this year’s class. He’s a mathematician and a professor at Princeton University.
Here’s the full list of winners and their bios, provided by the MacArthur Foundation:
40, sociologist from Tucson, Ariz.
“Uncovering the motivations, assumptions, and social forces that drive gun ownership and shape gun culture in the United States.”
49, artist from New York City
“Testing the capacity of art to make human experience available for critical reflection and to effect social change.”
45, University of Washington computer scientist from Seattle
“Using natural language processing to develop artificial intelligence systems that can understand language and make inferences about the world.”
P. Gabrielle Foreman
58, Pennsylvania State University literary historian and digital historian from University Park.
“Catalyzing inquiry into historic nineteenth-century collective Black organizing efforts through initiatives such as the Colored Conventions Project.”
41, Massachusetts Institute of Technology synthetic inorganic chemist from Cambridge, Mass.
“Creating novel molecular materials with unique properties directly relevant to quantum information technologies.”
50, Scripps College musician, scholar, and artist/activist from Claremont, Calif.
“Strengthening cross-border ties and advancing participatory methods of artistic knowledge production in the service of social justice.”
38, Bard College artist and filmmaker from Annandale-on-Hudson, N.Y.
“Combining imagery and language in films and videos that offer new strategies of representation for the expression of Indigenous worldviews.”
39, Princeton University mathematician from Princeton.
“Discovering underlying connections between disparate areas of mathematics and proving long-standing mathematical conjectures.”
51, University of Texas astrodynamicist from Austin, Texas
“Envisioning transparent and collaborative solutions for creating a circular space economy that improves oversight of Earth’s orbital spheres.”
48, University of Georgia environmental engineer from Athens, Ga.
“Investigating the scale and pathways of plastic pollution and galvanizing efforts to address plastic waste.”
44, University of Wisconsin historian from Madison, Wis.
“Examining the interplay between U.S. foreign policy, military intervention, processes of decolonization, and individual rights in regional settings around the globe.”
Robin Wall Kimmerer
69, State University of New York plant ecologist, educator and writer from Syracuse, N.Y.
“Articulating an alternative vision of environmental stewardship informed by traditional ecological knowledge.”
44, Initiative for Medicines, Access, and Knowledge health justice lawyer from Oakland, Calif.
“Exposing the inequities in the patent system to increase access to affordable, life-saving medications on a global scale.”
Joseph Drew Lanham
57, Clemson University ornithologist, naturalist, and writer from Clemson, S.C.
“Creating a new model of conservation that combines conservation science with personal, historical, and cultural narratives of nature.”
48, Rice University writer from Houston
“Bearing witness to the myriad forms of violence that mark the Black experience in formally inventive fiction and nonfiction.”
Reuben Jonathan Miller
46, University of Chicago sociologist, criminologist, and social worker from Chicago
“Tracing the long-term consequences that incarceration and re-entry systems have on the lives of individuals and their families.
68, electronic music composer and performer from New York City
“Transforming the use of percussion in improvisation and expanding the boundaries of machine-based music.
35, University of Kansas physicist from Lawrence, Kan.
“Challenging conventional theories and engineering new tools to detect ultra-high energy sub-atomic particles that could hold clues to long-held mysteries of our universe.
44, jazz cellist and composer from Chicago
“Forging a unique jazz sound that draws from a range of musical traditions and expanding the expressive possibilities of the cello in improvised music.”
Loretta J. Ross
69, Smith College reproductive justice and human rights advocate from Northampton, Mass.
“Shaping a visionary paradigm linking social justice, human rights, and reproductive justice.”
67, University of Minnesota historical demographer from Minneapolis
“Setting new standards in quantitative historical research by building the world’s largest publicly available database of population statistics.”
42, interdisciplinary conceptual artist from New York City and Nassau, Bahamas
“Expanding the possibilities for what art can be and illuminating overlooked contributions of marginalized figures throughout history.”
47, Yale University School of Medicine primary care physician and researcher from New Haven, Conn.
“Partnering with people recently released from prison to address their needs and the ways that incarceration influences chronic health conditions.”
48, artist and architect from Chicago
“Reimagining public space to expose the complex ways that value, both cultural and economic, intersects with race in the built environment.”
Melanie Matchett Wood
41, Harvard University mathematician from Cambridge, Mass.
“Addressing foundational questions in number theory from the perspective of arithmetic statistics.”
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This programme is a major/minor degree in favour of mathematics and involves studying courses to the value of 12 units over three years, plus LSE100.
(* denotes a half unit course)
In your first year, you take five compulsory foundation courses. In addition, you will also take LSE100.
Introduction to econometrics to teach students the theory and practice of empirical research in economics. This course provides a foundation to help students understand key microeconomic questions using a variety of approaches including quantitative methods.
This course provides a foundation to help students understand key macroeconomic questions using a variety of approaches including quantitative methods.
An introductory-level course for those who wish to use mathematics extensively in social science.
Elementary Statistical Theory
Provides a precise treatment of introductory probability theory, statistical ideas, methods and techniques.
Introduction to Abstract Mathematics
Gives an introduction to abstract mathematics with emphasis on careful formulation and reasoning.
LSE100 is a half unit, running across Michaelmas and Lent Term in the first year, LSE100 is compulsory for all LSE undergraduate students, and is designed to build your capacity to tackle multidimensional problems through research-rich education.
In the second year, you take five compulsory courses. You will also choose either the full unit course, Probability, Distribution Theory and Inference or the half unit course, Probability and Distribution Theory, and select a half unit course from a range of options.
Further Mathematical Methods
Covers calculus and linear algebra.
Programming for Data Science*
Cover principles of computer programming with a focus on data science applications.
Algorithms and Data Structures*
Provides an introduction to the fundamental principles of data structures and algorithms and their efficient implementation.
A course in real analysis for those who have already met the basic concepts of sequences and continuity.
Describes various techniques of optimisation, gives a mathematical presentation of the relevant theory, and shows how they can be applied.
Probability, Distribution Theory and Inference
Covers the probability, distribution theory and statistical inference needed for third year courses in statistics and econometrics.
Probability and Distribution Theory*
Covers the probability and distribution theory needed for third year courses in statistics and econometrics.
And one from:
Concentrates on the theory and qualitative analysis of (ordinary) differential equations, although some solution techniques are also considered.
Covers some of the main concepts and techniques of discrete mathematics together with its applications.
Algebra and Number Theory*
Develops the study of abstract algebraic structures.
In the third year you take four half unit courses from a range of mathematics and statistics options and courses to the value of two units from a range of options.
Examines the basic concepts and techniques of graph theory.
Mathematics of Networks*
Gives an introduction to the study of networks.
Optimisation for Machine Learning*
Introduces a range of optimisation methods that play fundamental roles in machine learning.
Mathematical Modelling and Simulation*
Covers some of the most prominent tools in modelling and simulation.
Examines the core machine learning techniques in the context of high-dimensional or large datasets (i.e. big data).
Introduces basic principles of artificial intelligence (AI) systems.
Ethics for Data Science*
Options to the value of two units from a range of options
The regulations for this programme will be published shortly.
Where regulations permit, you may also be able to take a language, literature or linguistics option as part of your degree. Information can be found on the Language Centre webpages.
You must note however that while care has been taken to ensure that this information is up-to-date and correct, a change of circumstances since publication may cause the School to change, suspend or withdraw a course or programme of study, or change the fees that apply to it. The School will always notify the affected parties as early as practicably possible and propose any viable and relevant alternative options. Note that the School will neither be liable for information that after publication becomes inaccurate or irrelevant, nor for changing, suspending or withdrawing a course or programme of study due to events outside of its control, which includes but is not limited to a lack of demand for a course or programme of study, industrial action, fire, flood or other environmental or physical damage to premises.
You must also note that places are limited on some courses and/or subject to specific entry requirements. The School cannot therefore guarantee you a place. Please note that changes to programmes and courses can sometimes occur after you have accepted your offer of a place. These changes are normally made in light of developments in the discipline or path-breaking research, or on the basis of student feedback. Changes can take the form of altered course content, teaching formats or assessment modes. Any such changes are intended to enhance the student learning experience. You should visit the School’s Calendar, or contact the relevant academic department, for information on the availability and/or content of courses and programmes of study. Certain substantive changes will be listed on the updated undergraduate course and programme information page.
Ed Sheeran is hitting the road with his "+-=÷x" (Mathematics) Tour.
The North American tour kicks off in May 2023, and it is Sheeran's first tour since 2018.
The "Shape of You" singer's first show will be on May 6 at AT&T Stadium in Arlington, Texas and will wrap up on September 23 at SoFi Stadium in Inglewood, California.
The last tour the singer went on was in 2018 with his "Divide Tour." His "Divide Tour" was the highest-grossing of all time.
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Sheeran released his latest album "=" in 2021 which includes songs "Shivers," "Bad Habits" and "Tides." He released his latest single "Celestial" in 2022.
Artists who will be at various tour stops are Khalid, Russ, Dylan, Rosa Linn, Cat Burns and Maisie Peters.
Fans of Sheeran's can sign up for Ticketmaster's Tested Fan sale. The Tested Fan presale will begin on October 12 and go through October 13. Tickets will go on sale to the public on October 14.
ED SHEERAN SAYS AMERICAN AWARD SHOWS ARE ‘FILLED WITH RESENTMENT AND HATRED’
Ed Sheeran 2023 Tour Dates:
May 6, AT&T Stadium, Arlington, Texas
May 13, NRG Stadium, Houston, Texas
May 20, Raymond James Stadium, Tampa, Florida
May 27, Mercedes-Benz Stadium, Atlanta, Georgia
June 3, Lincoln Financial Field, Philadelphia, Pennsylvania
June 10, MetLife Stadium, East Rutherford, New Jersey
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June 17, Rogers Centre, Toronto, Ontario
June 24, FedEx Field, Landover, Maryland
July 1, Gillette Stadium, Foxborough, Massachusetts
July 8, Acrisure Stadium, Pittsburgh, Pennsylvania
July 15, Ford Field, Detroit, Michigan
July 22, Nissan Stadium, Nashville, Tennessee
July 29, Soldier Field, Chicago, Illinois
August 5, GEHA Field at Arrowhead Stadium, Kansas City, Missouri
August 12, U.S. Bank Stadium, Minneapolis, Minnesota
August 19, Empower Field at Mile High, Denver, Colorado
August 26, Lumen Field, Seattle, Washington
Sept. 2, BC Place, Vancouver, British Columbia
Sept. 9, Allegiant Stadium, Las Vegas, Nevada
Sept. 16, Levi’s Stadium, Santa Clara, California
Sept. 23, SoFi Stadium, Inglewood, California