Learning Styles in Mathematics There are two main learning styles which have been identified within Mathematics;

these are most recently described by Chin and Ashcroft (1998), as the inchworm and grasshopper approach. The inchworm approach focuses on the parts and detail of maths problems, separating the overall problem into separates. It looks at numbers and facts to select a relevant formula or procedure and takes problems step by step, usually from start to finish. It also uses numbers exactly as given taking them literally. The approach relies heavily on pen and paper, working mechanically and documenting the method as you work. When working using this approach you are unlikely to check and evaluate answers but if checking is done, the same procedure/method is used. In contrast to this approach the grasshopper approach is more holistic, taking the problem as a whole rather than breaking it down. It looks at the numbers and facts to estimate an answer or narrow down the range of answers using a controlled exploration approach. This approach is very answer orientated, often working back from an estimated answer to the problem and often involves adjusting numbers by breaking down or building up to relate to an easier number. When working using this approach the method is very rarely documented and calculations are performed in the head. Also you are likely to appraise and evaluate the final answer against an original estimate, with any checks made using an alternate method to the original. While some students will fall within these styles completely most are somewhere between the two. The same student may use both styles depending on the type of problem they encounter, with skills from both styles needed for success in mathematical learning. Statistics suggest that the majority of learners primarily use the inchworm approach. It is therefore important for a teacher to be aware of these different learning styles and try to identify the preferred styles of their students and to ensure that the individuals style is validated and optimised. Students who suffer from dyslexia or dyscalculia in particularly may struggle using inchworm approaches effectively and accurately as complex mental calculations or recall of number facts could be problematic. On the other hand, lack of confidence and low self-esteem may make it difficult for the student to use grasshopper methods. The teacher needs to be aware of these potential strengths and weaknesses and provide flexibility of style, approach and methodology. Insight into a students learning style can be gained simply by observing them during problem solving and asking how they solved the problem, being careful to remain non-judgemental to the response even when incorrect.