+ sum 123 problems

Josephine Vuong

Graphic Design Workshop 2

Winter 2019

+ Sum 123 Problems A Process Book

Table of Contents

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Project Proposal + Rationale

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Summary of Research

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Initial Ideas

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Dyscalculia Video

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123 Number Puzzle

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Cluster Card Game

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Number First Aid Kit

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Citations

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Project Proposal + Rationale Dyscalculia is a long-term math learning disability that influences the brain’s processing of number sense.

It is as common as dyslexia, affecting 3–8% of children, but is less known and researched. My thesis examines this issue and will be an attempt to bring more awareness and understanding to parents and teachers so that teaching accomodations, such as multi-sensory teaching, can be used to help these children have a better experience with math. Multi-sensory

teaching is defined as teaching that involves speaking, touching, seeing and hearing while trying to model, draw and write. This type of teaching is proven to help dyscalculics learn math related material more efficiently.

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The Need

This is a relevant topic because it is extremely important for children to understand basic math concepts and skills at a young age. The basic skills set a building block for math concepts as they move from primary to high school and beyond. According to an annual report from the Institute for “Competitiveness and Prosperity”, math is important for more than half of future job openings in Ontario. Furthermore, complex problem solving, which is enhanced through the comprehension of mathematical concepts, is a skill that is also important for about 81 percent of Ontario’s future job openings. Math is definitely an important subject for children to strive in.

This topic is important to me because growing up, I felt uncomfortable doing math. I was not fluent in English in my early years of school. I remember staring blankly as the teacher explained the lesson while writing numbers on the board that had no meaning to me because I couldn’t understand language and could not make the connection between what he was saying with the information on the board. The newly introduced math symbols beside each set of numbers made it worst—I had no idea what they mean. At the end of the lesson, the teacher gave us a quiz and I was staring at the page of abstract symbols and words feeling anxious. I got a 0 and my parents were upset that

I was ‘not paying attention in class’.

My parents spent some time to teach me, but I was still anxious because of the 0. By the time I understood the lesson about addition, in the next class, the teacher gave out another quiz, but with word problems. And of course, I was stumped again because I could not read and understand the words and got another 0.

Looking back, my initial encounter with math was a negative experience, influencing me to struggle from the beginning to the end of my school career. Many children might have experienced similar situations and the difficulty of math just snowballs into something harder and harder because they need to understand the basics before approaching harder concepts in math. For my project, I want to explore other learning strategies and styles that can help children understand math in an engaging way.

Target Audience

Realization

Learning Outcomes

The main target audience for this project are parents and teachers. If these groups of people have more knowledge about dyscalculia, they can notice it in their children or students earlier on and use learning styles, such as multi-sensory teaching, to help them learn efficiently. If dyscalculia is caught later on, children would most likely already have developed math anxiety, which makes them fear math and want to avoid it altogether.

I created a video, number puzzle, a card game and number toolkit to help the issue. The video is a brief introduction about dyscalculia and so that they can know about the common symptoms of the issue and seek for help. The number typography puzzle, card game and number toolkit are multi-sensory learning tools that helps dyscalculics improve fundamental math issues that they struggle with.

This project topic benefited my learning because I was able to explore with a variety of mediums. I think that this is a strong piece for my portfolio because I was able to create toys, packaging, branding, animations and typographic layouts. These outcomes allowed me to expand my design, typography and branding skills, which is an area I want to focus on in my future career.

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Summary of Research

What is Dyscalculia?

Difficulties

Dyscalculia is a learning disability specific to understanding and retaining knowledge of math concepts.

Dyscalculia is sometimes referred to as “math dyslexia”. It is as common as dyslexia, occurring in 3–8% of children, but is less researched and known than other learning disabilities.

Some difficulties these people have are performing math calculations and multistep word problems. They also have difficulty retaining math knowledge learned through instruction, such as remembering multiplication and division facts. They have spatial and symbolic disparity of mental images for mathematical concepts and process.

They have no concept of number sense and do not understand the meaning of counting. Some other difficulties they face are visualization, visual spatial perception, pattern recognition, counting, sequential memory, working memory for numbers, retrieval of learned facts and procedures, directional confusion, quantitative processing, kinesthetic sequences and perception of time.

Co-Occurring Disabilities

How is it Diagnosed?

Symptoms

Dyscalculia often co-occurs with dyslexia and ADHD, however, it is not necessarily associated with low intelligence. Children who perform extraordinary in other subjects such as reading, writing and science can surprisingly be dyscalculic.

It can be diagnosed with Standard achievement tests , such as the Woodcock-Johnson III Test of Achievement. Diagnosing dyscalculia is a multifaceted process, and includes a variety of assessments and data collection techniques such as assessments, tests, anecdotal records and classroom observations. A child has bad math skills is not enough to prove that he or she has dyscalculia.

They have inconsistent computation results in addition, subtraction, multiplication and division. Their answer seems to change every time even from double or triple checking. They have poor mental math abilities. They often reverse the place value of digits. For instance, they can’t tell the difference between 210 and 201. Dyscalculics often face anxiety under time pressure.

They may have panic attacks when dealing with numbers or math. They have poor memory of layout of things and poor visualization of processes and location of numbers. They also have a weak math memory—they may know how to perform a math operation today but forget tomorrow.

Dyscalculics have trouble comparing groups to tell which is greater or less, taller or shorter, or bigger or smaller.

They may face processing glitches where they output errors in counting, decimal point number alignment, lack place value awareness, have faulty recall of math facts, mix up signs and numbers, directional confusion during operations, inappropriate preservation of ideas, random number insertions and abandon processes. They have a Slow working memory during number processing.

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Number Sense

Affects on Everyday Tasks

How to Help

A milestone for early math development in children is developing principles of counting before being introduced to place value. For an example, children should understand the cardinality principle, which is the concept that states that the last word in a number series such as “seven” indicates the number of objects being counted.

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There is no cure and medication for dyscalculia. Multisensorial learning techniques can help enhance their math learning experience. Tactile learning approaches can be used as well. These include math manipulatives, counting with fingers, writing out problems on shaving cream, physically acting out or modeling a problem, etc. They can also benefit from oral or written learning as well as cooperative learning techniques through the process of think, pair and share.

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Trouble telling time Poor time management Doesn’t know how to pay with cash Has trouble tipping at restaurant Short-term financial thinking Directional confusion (north, south, east, west; up, down; left, right) Difficulty with rules in games Difficulty keeping score in games and sports Difficulty learning music language and fingering Difficulty in seeing size of coins/other objects

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Initial Ideas

Simulation Ideas

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I thought that it would be nice to have some simulation ideas for the exhibition so that my audience can get a better grasp of my topic by engaging with it with their own experience.

Claw Machine

Jumbo Calculator

Shadowed Numbers

A claw machine is a metaphor for dyscalculia because this learning disability disrupts the brain’s ability to process number sense, similar to having a blockage in the way. The claw symbolizes dyscalculics’ concentration becasue it tends to swing and is hard to control.

This would be something to be placed at GradEx for display. A giant calculator would be presented with keys that do not correspond to their numbers. The keys would be rearranged for that matter. The audience would be encouraged to solve a math problem on the calculator with an unreasonable outcome.

The audience will have to think and relearn which keys would give them the numbers they are searching for.

This idea requires putting a bunch of numbers on transparency paper overlapping each other to create a shadow when light is passed through.

There would be a simple math question to solve and the player is to use the claw machine to grab the number that demonstrates the right answer. Each number in the machine will be magnetic—a clutter of numbers will stick to the claw as it touches the bottom, while other numbers would retract from it.

This action simulates dyscalculics’ the difficulty of recalling simple math facts.

Purpose: This is a dyscalculia simulation idea.

Target Audience: I want parents, guardians and teachers to have a chance to experience what it would be like to have dyscalculia.

Purpose: To showcase that dyscalculics have trouble processing the numbers they see with their brain to solve equations. It’s like having to relearn how to use a calculator each time a math problem needs to solved.

Target Audience: I want parents, guardians and teachers to have a chance to experience what it would be like to have dyscalculia.

Purpose: The intnetion of this is to show how hazy numbers look like to dyscalculics.

Target Audience: Parents, guardians and teachers who are trying to understand what dyscalculia is in order to assist their dyscalculic child.

Interactive Webpage This idea involves creating a similation to dyscalculia as an interactive webpage. There would be a page of word problems and math equations. The numbers and words would hop around, creating distractions. Similar number symbols would morph into each other to create additional confusion.

Purpose: To allow a better understanding of dyscalculia in a quick, visual way.

Target Audience: Parents, guardians and teachers who are trying to understand what dyscalculia is in order to assist their dyscalculic child.

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Activity Ideas

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I was thinking that I can create a set of toys, games, puzzles or tools for dyscalculic children to use to improve their number sense skills.

Infographic Flashcards

Typographic Puzzle

Origami

I want to take my idea from Exercise One and further develop it. Originally, I create a set of cards that had different colours, shapes and patterns in attempt to sort a glossary of math terms Ontario students from K–8 should know and sorted them based on similarities and differences. At the time, I was still in my eary stages of research and did not know what I wanted to do with the cards, so the infographics I created were not very strong conceptually.

This idea is requires a careful study and analysis of the letter form anatomies of number symbols. After analyzing similarities and differences in the construction of each number symbol, I would like to deconstruct the numbers into its’ anatomical parts to create puzzle pieces.

Through previous research, I have learnt that there are three types of learners: visual, auditory and kinesthetic. Using these different types of learning styles can help people retain information better. My idea is to create origami-lined sheets that allow children to fold fun objects while learning simple math facts. Each valley fold can have a math equation with the answer on its’ corresponding mountain fold. As the child folds and creases the paper, he or she can say the equation and answer aloud to help remember it. This activity can be done individually or in groups.

Purpose: This time, I was thinking that I can make the cards into flashcards to help dyscalculics learn basic math facts, equations or vocabulary by using patterns, shapes and colours to demonstrate similarities and differences. The end goal is to have a different representative of each vocabulary or fact so that dyscalculics can remember definitions based on visuals.

Target Audience: Children ages 8-10 who are struggling to grasp the concepts of simple math vocabulary.

Purpose: These puzzle pieces will be used by children to construct numbers as a parent or teacher asks them to. This game would help parents learn which numbers their child often confuse with one another; how the numbers are confusing based on the anatomical similarities and differences; and provide opportunities to help them correct their confusion.

Target Audience: This would be targeted towards children ages 3–5 who are just beginning to learn how to count and recognize number symbols.

Origami can be used to incorporate all three techniques—the act of folding involves kinesthetics; reading and following instructions involves visualization; and reading aloud involves auditory.

Purpose: To use various learning techniques to help children with dyscalculia retain simple math equations, facts or vocabularyin a more engaging manner.

Target Audience: Children ages 5–10 struggling to retain simple math facts, equations and vocabulary.

Matching Cards

Mnemonics to Learn Numbers

This would be a development of my Exercise 1. I can organize math vocabulary based on similarities and idfferences and create a matching or board game with the pieces.

This idea is about incorporating mnemonic techniques to help dyscalculics memorize basic math facts more easily.

Purpose: To enhance working memory of dyscalculics. They can learn the terms by understanding similaries and differences between the terms since they would be classified by similary attributes.

Target Audience: Children ages 5–10 struggling to retain simple math facts, equations and vocabulary.

Purpose: This can boost dyscalculics’ working memory so they can recall facts more quickly and efficiently.

Target Audience: Children ages 5–10 struggling to retain simple math facts, equations and vocabulary.

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Book Ideas

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Here are some book ideas I had. Books are great for people learning because interaction is involved.

Playful Number Book

Sliding Number Book

Interactive Fabric Book

This is an idea where each page of the book has a number. Each number will have playful components to them that will allow the user to interact with. The playful components will allow dyscalculic children to build unique visual memories for each number. The numbers will have pop-ups and sliders to show similarities and differences between numbers.

Research shows that multisensory techniques help dyscalculics and other people with learning disabilities retain information more efficiently. I want to create a book that would allow children with dyscalculia to learn what numbers are by playing and interacting with them as they flip through the pages.

The book would be made of wood.

There would be a sliding piece on each die-cutted number to allow the child to slide it to trace the number.

I want to use fabric as a medium because early children or baby books are made of this material. It is soft, and safe for them and at the same time they look like toys. There can be velcro, yarn, buttons, felt, string, pom-poms, and other soft material attached to the book for children to discover and explore numbers with. Different textures, patterns, smells and sounds can also be potentially added to build on with the multisensory idea.

Purpose: By tracing each number, the child will be able to use the sense of touch to better visualize number symbols.

Purpose: Through playing, discovering and exploring using multisensorial techniques, children with dyscalculia will have more interest in learning about numbers.

Purpose: To see similarities and differences between different numbers and remember their symbols in unique and visual ways.

Target Audience: Children ages 5-8 who are struggling to remember number symbols. This tool can also help parents, guardians and teachers to understand how parts of numbers can be confused with one another.

Target Audience: This would benefit children ages 2–5 who are just beginning to learn how to count and recognize number symbols.

Target Audience: This would benefit children ages 2–5 who are just beginning to learn how to count and recognize number symbols.

Information Guide Ideas These ideas are for parents, guardians and teachers who are dealing with children with dyscalculia and need further guidance on how to adjust teaching styles for children with this problem.

Informative Animation

Guidebook

I want to take the feedback I had from my Six Week Project Video and refine it. From the critique, it was suggested that I create some hierarchy with the typography and explore with time and pacing. It was also suggested that I think of other visuals to create for the slides that have similar visuals. I was also suggested to play around with colour, as there is such thing as coloured chalks. It was also suggested that I can add some texture to the background to make it look more like a chalkboard.

A guidebook can be made to provide information about dyscalculia to parents and teachers to learn how to spot and treat it. It can provide mini activities to test the child (ex; the dot test) and let them know what to do next.

Purpose: The video is to inform parents, guardians and teachers about dyscaculia.

Target Audience: Parents, guardians and teachers.

Purpose: To provide information to people who are not familiar with dyscalculia.

Target Audience: Parents and teachers who suspect that their children are struggling with dyscalculia.

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Dyscalculia Video

Rationale

1) numeracy; 2) pattern recognition; 3) calculation; 4) math working memory; 5) grasping math language; 6) visual space; 7) measurement.

A short video was made as an informative introduction to this issue. Many parents do not know about this learning disability and may feel frustrated when teaching their children. This video will inform them of this issue, letting them know that there are ways to get help.

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Dyscalculia is a life-long math learning disability that is as common as dyslexia (affecting 3-8% of children), but less known. Dyscalculics struggle with seven main skills:

https://vimeo.com/305804591

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Script

Here is the script with the content from the video. The video provides a very brief definition of the seven common struggles dyscalculics face. The script started off as two pages, but I was able to condense it down to one so that the video can be short and to the point to sustain attention from the viewers.

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Clips from Video

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The intent of this video is to educate parents and teachers about dyscalculia.

I tried to illustrate it in a way where the visuals of the video describes how dyscalculics feel when they deal with numbers. Since it is less known and researched than dyslexia, but is just as common, I want them to be informed of this issue so that they can make ammendments to their learning and study styles.

Math is important because according to the annual report from the Institute for “Competetiveness and Prosperity�, about 50% of job opennings in the future in Ontario require mathematics skills. it is important to set a good math foundation for children in order for them to succeed.

Storyboard

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Here is my storyboard. I tried to be as detailed as possible with my frames so that I can have a solid idea of how I want to create the animation and it would be quicker in the design process.

I tend to get confused if I am not well-organized at this stage of video-making. When I was done, I realized that it might be a bit too long and I probably have to condense it later on.

Mood Board 1

Each word will be animated one at a time in a fast pace to create a feeling of overwhelmingness, yet excitement for anticipation. I thought that I could explore with this idea, but make it seem like it was being typed out on a typewriier or computer, symbolizing the process of thinking and how the brain works.

what

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is

math dyslexia number blindness math disability math processing glitch

dyscalculia? math dyslexia number blindness math disability math processing glitch

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Mood Board 2

This mood board was inspired by a classroom chalkboard. I want to create a feeling that there is frustration as if a student is being called up to the board to answer a question on the spot. I also wanted to use the chalkboard because it symbolizes teaching, and the video is educating about a topic.

Mood Board 3

This mood board was inspired by textures and materials relating to school and childhood crafts. This includes pencil crayons, construction paper, line paper, alphabet magnets, googly eyes and the list goes on. The idea behind this animation was to create a stop-motion with these materials to emulate the multisensoral need for learning for dyscalculics.

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Language Inspiration I stumbled across a blog that provided me with a history or 337 language and also a collection of common examples.

Apparently, L337 language was created by internet users. They often use numbers and symbols to subsitute letters in words to look cool and or troll other users online.

I think this language is suitable for my project because dyscalculics often mix up the shapes of numbers or interpret them differently than expected.

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As i was working on this, I realized that some of the number-letter substitutions make it difficult to read quickly. For an example, when I showed people the “poor number sense” frame, most people read it as “poo number sense”— oops.

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Creation Process

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I rendered the letters, symbols and numbers for my video. This is the “typeface� I used for the video. I used the Kyle’s Coarse Inker brush on Photoshop, along with my drawing tablet to create the typeface. This brush emulated a chalk texture. I created each letter, number and symbol on separate layers on Photoshop and exported them as separate files so that when I am animating, I would have more freedom and complexity for animating since the letters all have their own layer.

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123 Number Puzzle

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Rationale

A puzzle was created as a learning tool to help children with early symptoms of dyscalculia strengthen their skills in numeracy, pattern recognition, calculation and visual space. From my research, I have learned that children with dyscalculia benefit from multisensory learning. This type of learning is defined as learning that involves speaking, touching, seeing and hearing while trying to model, draw and write. This puzzle has elements that will make it a multisensorial learning activity.

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Numeracy is defined as the ability to understand and work with numbers.

Dyscalculics and early number learners struggle to associate the Arabic Number symbols with their corresponding number word and quantitative meanings. They may also mix up the orientation of numbers, mistaking similar numbers, such as 6 and 9, with one another. Each number plate in this puzzle contains the Arabic Numeral, number word and slots that provide an opportunity for the child to fill in the amount that represents the quantity definition of the number.

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The slots for containing the dots are arranged in a domino or dice configuration. Research shows that by learning to count items in this configuration, early number learners are more likely to improve their pattern recognition of numbers. Additionally, each number is coded by a different colour to enhance pattern recognition. Children can associate each number to a specific colour when recalling them from memory, which enhances their ability to differentiate one number from another.

The dots can also be used as counters for performing simple math calculations.

Parents and educators can ask addition and subtraction questions while the child groups the dots into the dice configuration to give an answer.

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This toy enhances visual spatial senses. Children will be challenged to hunt for pieces as they are scattered out in a pile in different orientations. A coloured bar on the side of each number provides a hint as to what pieces are required to build each number. After finding the appropriate pieces, they are challenged to complete the puzzle by rearranging the pieces in the correct orientation.

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Research

Sans Forgetica

Difficult Fonts for Better Learning

I stumbled across an article that talks about a typeface designed to help students retain information they read more effectively when studying. The typeface is called Sans Forgetica and is a pun on the font names Comic Sans and Helvetica and the idea of not forgetting.

Each letter slants eight degrees to the left and has missing gaps in each letter made based on psychological studies to aid with memory. The typeface was designed to be harder for people to read by putting an obstacle to make the reader force brain energy into deciphering the letters, to make them retain information more effectively based on a learning principle called desirable difficulty. Desirable difficulty is when an obstruction is added to the learning process in order to promote deeper cognitive processing which results in better memory retention. In typical fonts, the letters all look familiar so no memory trace is created as we skim through the notes. However, if the letters in the typeface is too different from the usual, our brains can’t process it and no memory trace is created either.

In another article, an experiment was done by students at Princeton University and Indiana University to see what types of fonts help retain information better. The study involved 6 different classes with a total of 222 high school students. Half of the students were given worksheets written in Arial (which is and easy-to-read font), while the other half was given worksheets written in difficult-to-read fonts such as Comic Sans. After studying from the worksheet, they were given a test 15 minutes later. The study shows that student who studied from the difficult-to-read font retained more of the information.

This is because difficult-to-read fonts promotes deeper processing strategies, which helps the brain retain information better.

An example of Sans-Forgetica.

According to these two articles, I’m assuming that if I were to create learning tools for an older audience of children to retain math information better, it can be beneficial to use difficult-to-read fonts but for younger children who are starting to learn what numbers are, it may not create the same effect, but may be more confusing instead since there are so many diffrent variations of how number symbols look like depending on the font used.

Typography for Children According to an article I read, children learn to read going letter-byletter, learning which sounds go with which shapes until they can blend the sounds together to form words. As a result, new readers are slow and struggle with pronunciation. To comprehend with this, it will be beneficial to use easy-toread typefaces.

Typefaces with simple letter shapes would be a good choice. Choose ones that have rounded and open counters; larger x-heights; and one story ‘a’s and g’s’ (since they children tend to learn how to write one story letters at school).

Typefaces that are designed specifically for children are Sassoon Primary, Gill infant, Bembo Infant and Plantin Infant.

According to a page in the book, “About Face: Reviving the Rules of Typography.

Switzerland: Rotovision” by Jury, D., these are the rules for standard type size and characters per line that should be used in books intended for children in the following age groups.

This chart shows what types of books are appropirate for each age group.

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Inspiration

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These are some inspirations I looked at for the number puzzle. I mainly looked at modular typography design because I am aiming to create a typeface where all the characters share universal shapes.

These examples are more fun and explorational. My design will not be as fun and will have a stronger focus on looking like traditional number symbols.

This is because I don’t want to make it more confusing for the learner to learn the numbers. They are already strug-

The Original Roman Numbers

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I came across an article that explained the evolution of the number symbols.

Each number was derived from their corresponding number of angles in the form. For instance, the number one has one angle while the number nine has nine.

I thought this was interesting because this information can help me with the design. I can possibly incorporate this idea to allow the user to count the units or items on the the number so that it corresponds to the number meaning to give them a visual definition to the number as well.

gling to remember the number symbols so I don’t want to introduce any fancy shapes to throw them off even more.

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These are examples of the typefaces mentioned in the article before. It is interesting how the characters for Sassoon Infant are very similar to how children practice to wirte numbers in school.

I also like Gill Sans MT Infant because the counters are fairly round, which makes it easy for creating similar components for my puzzle idea.

For my next step, I would like to analyze commonly used typefaces among toddler books and study the form and structure of it.

I would also want to create a typeface that will be using similar parts to contruct.

Deconstruction Experiment I picked Gill Sans MT Infant to try deconstructing based on the reason mentioned on the previous page. It did not go the way I expected because some of the angles on the numbers were different from others (the angle in 1 and 2 is different from 4 and 7).

of the 8.

Also, in my head I kept thinking that 8 is composed of 2 symetrical 3’s, but when I tested it out manually, i realized that the ends of the 3 curves a little, making it taking up more than half of the shape

I also learned that if I extended the angular part of the 4, it would give me a 7 because they share the same angle.

Another struggle I had was that the strokes were not perfect thickness throughout. Some parts were thinner than others once I actually started trying to put the pieces together.

be helpful because I learned from my mistaken thoughts, which can help me when I design my own typeface for the puzzle.

However, I did find that this exercise to

The angle piece from the 4 can be extended and rotated 180 degrees to create a 7. The 1, however, has a different angle than the 4 and 7.

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The 3 is more than half the shape of 8.

There is also an extra nib sticking out in the centre. Even if I shorten the ends of the 3, the centre will still be problematic if i put the two 3’s together to form the 8.

The two counters from the 9 and 6 also do not create an 8. They would have to overlap in the middle to create a perfect 8.

Sketches

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Here are some sketches and exploration I did for the puzzle.

Concept: A puzzle activity to learn how to differentiate number symbols from one another. Some numbers are similar to each other and are often mistaken for one another. This exercise will get children and parents/educators to understand mistakes and fix them through communication and interaction.

When designing the puzzle, I focused on how I can cut up the pieces so that they can be universally used in other numbers. This will get them to better understand similarities and differences of each number shape.

Target Audience: Children ages 3-7 who are starting to learn about numbers or are struggling to associate numbers to

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Iterations

I created two of my sketches into digital form. This first idea has six modular parts. This style is more round, bubble, and fun.

quantity of each number. For instance, the number three will have three units attached to the holes, while the number nine will have nine.

This would be created on thin acrylic with holes after every centimetre square. The holes allow the user to secure the overlapping components together with a fasciner. I am thinking of perhaps allowing the user to also attach on units to the circles to represent the

I feel that this idea has some flukes because as I was constructiong some of the numbers with more components, I needed to look at the reference and tried a few times before I got the numbers. Maybe this can be a good motor skill exercise in that aspect, but it may

be frustrating to young children.

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This exploration will be more three-dimensional. It will be made of wooden blocks and laser printed. There are eight modular pieces. Since the blocks are to be placed side by side, I had to make some pieces that are fixed angles so that the pieces would fit more snuggly rather than having unwanted corners and edges.

I like this exploration more because it was not as confusing to solve as the

first one. I think this one would be more suitable to a younger audience, whereas the first one would be more for an older audience since more thinking is involved.

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Another component I added was a section for children to insert counters to indicate the quantity the number represents. They are arranged in the same format as the dice pattern so that they can learn to recognize the number patterns more effectively.

First iteration of puzzle. The red rectangles highlight numbers that needs to be reconfigured.

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Refinement to the angle of one of the pieces was made and iterations of the plaque were created. I decided to remove colours from the pieces so that dyscalculics do not feel overwhelmed when trying to read and remember the number symbols, although colour would have been a good way for them to recognize and sort the pieces from one another. I also decided to include a section on the plaque that gives hints of what pieces are required to solve each number puzzle.

Final iteration of numbers. The angle pieces are reconstructed as smaller angles and make the numbers all look more unified. I’ve also eliminated the bright yellow piece found in the first iteraction. The puzzle is now only composed of 7 pieces.

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These are my iterations for the plack.

It was suggested that I use the typeface DIN instead of Helvetica because it is closer looking to the typeface I’ve created.

File Setup

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This is the file setup for the laser cutting process. The black represents the engraved parts. The red lines are the parts that will be cut first, then blue and finally green.

These are the colours that I plan to use to fill in the clear acrylic pieces they will be cut from.

Construction

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Here is the laser cut test print. I enjoy how all the pieces fit perfectly in the plack. It’s also fun to lift up the plack and still be able to see the numbers.

It was suggested that I make the plack a different colour so that the children can see the pieces better. Transparency adds to the confusion.

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These are the vinyl colours I used. To get rid of air bubbles, I used a ruler as a squeegie to roll out the bubbles. It took several experimental processes to perfect the skill.

The first time I did it, I thought that it would be easier to cut out all the holes before sticking the vinyl on the plack.

I realized that registration was hard to match and decided to cut out the parts after sticking the vinyl on.

I added a piece of frosted mylar to the back of the plack to hold the counters of the number forms in place.

I constructed the box for the packaging out of cardboard.

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Branding + Logo

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The chosen name for the puzzle is 123 Number Puzzle. This name is straight forward and evokes a sense of mystery and fun.

Here are the iterations for the logo. DIN is used to keep the typeface consistent with the puzzle. I wanted the logo to be playful and represent the puzzle typographically. The logo was developed by playing with the concept of having the puzzle pieces as part of the letters.

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At first, the logo was made to match the Cluster logo. I thought that it would make the two products more cohesive.

Then, I realized that the logo did not resonate with the puzzle because the diamond shapes were random and are not a part of the puzzle.

With this in mind, I decided to play around with making the shape relate to the shape of the puzzle and have parts of the numbers resemble the puzzle pieces.

Final Logo

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This is the final logo. The colours are red and yellow because I want to represent a feeling of happiness and playfulness in the design. These colours are friendly and welcoming. The oval shape also promotes the playful feeling because it is round and gives a hint of movement orbiting around the name.

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Packaging Final Dieline

Packaging Iterations

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Cluster Card Game

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Rationale

To address the issues in pattern recognition, calculation, numeracy and math working memory, a simple card game was created. Cluster is a matching game in which players attempt to score the highest points by placing cards into clusters connected to played cards on the table.

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Players may only place a card next to another if: i) 2, 3 or 4 cards that are all the same number; ii) 2, 3 or 4 cards that are all the same shape; iii) 2, 3 or 4 cards that are all the same colour; iv) 2, 3 or 4 cards that all have completely different attributes.

This challenges children to make connections between their cards and enhance their pattern recognition skills in a fun, engaging way. Because it is a multiplayer game, children can also have the opportunity to communicate and interact with one another and help each other out.

Players will have the opportunity to practice making basic calculations after each turn. The numbers in this game only goes up to 4, making it easy and less overwhelming for children to do simple calculations to keep score after each turn. By practicing simple math with small numbers, this can boost their math working memory. By improving their math working memory, it would be easier for them to recall simple math equations, such as 3+4=7.

The game comes with a deck of 64 cards, 4 card racks, a score pad and a pencil. The card racks will make it easy for little hands to keep their cards in place. The score pad provides a simple chart for them to keep track of score and make rough calculation notes after each round.

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Board Games Analysis I thought that the best way to incorporate all seven key struggles in my project would be to make some card or board games. Games can focus on several of the issues at the same time rather than just one. Here are some math related board games that inspired me:

Rummykub

Qwirkle

Blokus

This game focuses on matching tiles with the same attributes according to runs(set of three or more tiles in consecutive order) and groups (set of three or more tiles of the same number in different colours). The first player to use up all of his or her tiles wins.

Qwirkle is another game great for pattern recognition. In this game, players take turns to add tiles of different shapes and colours to a shared grid in the centre of the playing area. Tiles added must share the same attribute as the one it is placed beside to continue the pattern. The longer the line that is created, the higher the score the player gets at the end of each turn.

By keeping a scoring system, players can also learn to do simple math calculations.

Players take turn to place tiles of different shapes onto a shared grid. Whoever has the least amount of shapes at the end of the game wins. This game is good for pattern recognition, visual space and counting. Each tile or block is made up small unit of blocks. Players learn that it is more of an advantage to play out all of the bigger tiles in the beginning of the game rather than at the end because there is less space on the grid later on the game. They also learn what types of shape would fit into which area of the grid and which ones won’t, improving their spatial skills and recognizing shapes.

I think that this is a great game to learn pattern recognition and counting because players have to consistently think of different ways to get rid of the tiles based on similarities and differences.

I also like how the game comes with a tile holder so players can keep the tiles standing up making it easier to sort the tiles and see patterns as they are waiting for their turn.

Connect Four

Snap it Up

Connect Four is great for pattern recognition. Players take turns to add a counter to the grid each turn in hopes to eventually create a consecutive line of four of the same colour. They can learn to compare small quantities with each other and learn to recognize numbers based on counting dots (dyscalculics have trouble with counting dots).

Players take turn to place down pairs of numbers from their hands that add up to 10. Whoever makes the most pairs wins.

This is good game for learning the bonds of 10. Dyscalculics often have trouble recalling basic math facts such as bonds of 10.

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Game Ideas

Transparency Cards Idea

Math Language Game Idea

A matching game where cards are printed on transparency paper. Each card has a different array of lines. Players take turns to match cards to create full shapes.

This is a game played in groups of 4 or more even numbered people. There will be a team captain in each of the two teams. Team captains communicate to team members in math language to describe which cards on the grid belongs to their team. Team captains have a key that shows them which cards belong to their team but team members will not be able to see it. Whichever team guesses the most right at the end wins.

This game is good for practicing the use of math vocabulary to describe numbers. It also helps children develop team work skills.

Equation Game Idea Each player gets their own deck of cards that faces downwards. Player take turn to flip over their cards. The cards have simple math equations on them (such as bonds of 10, multiplication, division, etc) along with one of 5 shapes. As the players flip a card over on their turn, they have to pay attention to the shape of their card. If they have the same shape as another player, the two of them would have to read each other’s equation on their cards and give an answer. whoever answers first gets to the keep the card. Whoever has the most cards at the end of the game wins.

This game is good for pattern recognition, working memory and recalling simple math facts.

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Shape Card Game Idea

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The objective of the game is to be the player to score the highest points by placing cards together according to similar and different characteristics. The cards are sorted by number, colour and shapes.

I think that this game is great for pattern recognition because players are forced to notice similarities and differences between cards to create sets. This is also a great calculation game because it allows for pupils to calculate their score after each turn.

These are the card iterations I made this week. I used a hand-drawn style to match my six week project.

During discussion, it was suggested that I explore more iterations for the design. The handwritten font in capital letters may make it even more difficult for dyscalculics to read. The numbers and words that are written upside down may also add more confusion to them as they try to read the cards. There is too much going on. It was also suggested that I maintain the same orientation for the shapes.

Pancake Game to Learn Math I thought of a new game where children can employ kinaesthetics to learning simple math equations in a fun and interactive way. The instructions are as follows:

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I plan to create the pieces with felt.

I want to have some tactility to the pieces so that the children will enjoy it more. Here are some pictures I was inspired by.

It was suggested that I should do some mock ups in paper first to test out the game before sewing the compartments.

Iterations

I created iterations for the shape game cards. In the beginning, i was struggling with the hierarchy in the begninng. First I thought I should make the number symbol the main focal point. It was hard to balance because of the limited space.

The symbol was also thinner compared to the shapes so it was hard to balance the negative and positive space.

Then, I realized that this is a shape game so the shapes should be the focal point instead.

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These are the iterations after I changed the hierarchy. The design is more balanced and makes more sense. From the feedback, it was suggested that I try to move the number words to the top so that I can allow players to place their cards on a card holder instead of holding them. This will make it easier for them to sort cards into similar groups as they await their turn during the game.

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Instructions

This is the final iteration for the shape card game. There are 4 numbers, 4 colours and 4 shapes. There are a totaly of 64 cards in these cobinations. I chose to use pink as opposed to red so that children with colour blindness can differentiate between green and pink. I also wrote out the instructions for the game.

During discussions, classmates liked the idea of the cards being colour blindness friendly. They suggested that I look into all types of colour blindess because there isn’t only red and green colour blindess.

Next, I would need to think of a name for the game and how the cards will be packaged. I also need to create a laser cut file for the card holders.

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Logo Design

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Here are some logo iterations. I wanted to make the logo playful and energetic to match the game and make it feel excting to play.

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I used DIN to create the logo so that the typeface would be consistent with all the other elements in my design pieces.

Here is the process of my alterations to the original typeface.

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Final Logo

Packaging Iterations

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I decided to add a drop shadow to the logo so that it looks more 3D and will pop out against the background. Without it, the design felt flat.

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Final Packaging Dieline

Card Box Dieline

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This is a box that contains the cards so that they don’t slide around in the packaging.

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Score Pad Cover + Sheets

Turn 1

Turn 2

Turn 3

Turn 4

Turn 5

Turn 6

Turn 7

Turn 8

Turn 9 Turn 10 Turn 11 Turn 12 Turn 13 Turn 14

Turn 1

Turn 2

Turn 8

Turn 9 Turn 10 Turn 11 Turn 12 Turn 13 Turn 14

Player Name

Total Score

Turn 3

Turn 4

Turn 5

Turn 6

Turn 7

Player Name

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Total Score

The game comes with a score pad to make it easy for young players to calculate and keep track of score.

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Number First Aid Kit

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Rationale

From my research, I have learned that children with dyscalculia benefit from multisensory learning. This type of learning is defined as learning that involves speaking, touching, seeing and hearing while trying to model, draw and write. This kit will enhance early learners’ skills in numeracy, calculations and math working memory.

The kit comes with a deck of 100 cards that have 10 examples of common ways to count to 10, a bead string abacus, dice, a whole number ruler, pencil crayons, grid paper and a number diary.

The kit contains many activities and games that can help dyscalculics and early math learners strengthen their fundamental math understanding.

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Research

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I read “100 Ideas for Primary Teachers: Numeracy Difficulties”. This book provided me with a more in detail insight of dyscalculia.

Here are a list of important items that were mentioned in the book. These tools are said to be important for leaning how to count for dyscalculics. I was thinking that I can create a basic math toolkit with all these items and have a mini booklet with it that provides games and activities that can be played with these items.

After reading this book, I had a better understanding of dyscalculia. The book explained mroe about the problems and provided suggestions and solutions in the form of games and activities.

I learned that the configuration of dots on the dice is a very important tool for learning numbers and counting. The dots were arranged this ways since thousands of years ago even before the introduction of the Arabic Numerals we are familiar with now.

The dots create a memorable pattern because each number is distinct from each other and if you look at them, you can see which numbers compose each other because of the arrangement.

Learning to count with the dice patterns will help improve their pattern recognition and learn how to count and find bonds of 10.

Being fluent with the bonds of 10 is also crucial to learning to count. These are numbers that add up to 10. Knowing these facts is fundamental to counting.

Dyscalculics struggle to recall basic math facts such as bonds of 10.

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Bookstore Research

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I went to a local bookstore to look at early children learning books to get some inspiration. Here are a few number books that inspired me:

The Cheerios 10 Times 10 Animal Play Book

The Crayons Book of Numbers

This was an interesting book to get children to engage by using cheerio pieces to interact with the story. On each page, an animal is introduced with some circular shapes that are replaced by cheerios. There were also some cut out parts on a few of the circular shapes where the reader has to complete the picture by adding cheerios into them.

For this book, the story starts off with an empty crayon box with the objective of finding all the crayons. As each crayon was found, they would comment on something funny about drawing.

I think that this is a good concept for engaging children to learn how to count, spot patterns and recognize basic shapes, which is a circle in this case.

This book was a creative and humorous approach to counting. Ten different ways to count was introduced to get children to better understand numbers.

The book was interesting because it provided several examples of how numbers can be applied to everyday life using humor and creativity making it memorable.

I think this is a successful approach to education because the comments would make the story memorable— each time the child remembers the colour, green for instance, he or she will have a memory of “I like colouring crocodiles�. This can help them remember colours better. They can also remember numbers better because they can correspond the numbers to a specific colour. I also liked how there was a crayon count at the bottom beside each number to represent the number visually.

Lines

This book was about learning basic shapes. Each shape was introduced from it’s most simplified form to more sophisticated ones, eventually being applied to a town.

This was an interesting approach to teaching shape because children can gain a better understanding of what the shapes are and how they can be applied to every day life.

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Cards with Examples of 10s I was inspired by the book, 10 Times 10.

It is a picture book with 10 examples of 10s. I thought this was effective because it had strong mundane examples of way to count to 10, which makes children understand the concept of counting more easily. The illustrations in the book were also humorous and memorable This card game will have 10 mundane examples of 10s. There is a booklet of mini games and activities that can be

played to better understand the quantitative meaning of numbers.

I decided to show example of numbers related to everyday life such as the number of number symbols repeated to represent the corresponding quantity (so they can have a better visual understanding of the numbers), fingers (early number learnings typically use fingers to count), connect the dots (preschoolers use connect the dots to help them learn to write and draw), digital numbers (the typeface for clocks is different than how numbers are written by hand and seen in typical books), tally marks (they learn to track points in games using tally), a clock (so they can understand how time and numbers relate).

I was thinking of the possibility of incorporating the style from my Six Week Project into the book so it would be cohesive and fun to read.

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Game Instructions

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Drawing Iterations

Zero

One

Two

Three

Four

Five

Six

Seven

Eight

Nine

Ten

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Logo Development

Final Logo

This is the logo for the kit. I made it a round style with bright warm colours to make the kit feel happy, energetic and welcoming. The logo is a first aid cross to symbolize that the kit will act as a saviour to children who are struggling to learn the beginning concepts to numeracy and math.

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Packaging Iterations

Packaging Final Dieline

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Citations

- https://www.theverge. com/2017/3/16/14950798/memory-palace-method-of-loci-brain-fmri-activity-neuroscience - https://youtu.be/hXsjwq1Q6HE - https://youtu.be/sbinQ6GdOVk - http://theconversation.com/how-playingon-swings-can-help-children-understandphysics-101943 - https://thinkkniht.com/ - https://www.thestar.com/opinion/contributors/2018/09/02/all-children-should-feellike-they-belong-at-school.html - https://www.helpguide.org/articles/ autism-learning-disabilities/helping-children-with-learning-disabilities.htm - https://psychcentral.com/lib/memory-and-mnemonic-devices/ - https://www.verywellhealth.com/memory-tip-1-keyword-mnemonics-98466 - https://ldaamerica.org/types-of-learning-disabilities/ - https://www.bbc.com/news/ world-44968561 - https://www.businessinsider.com/zara-forever-21-fast-fashion-full-of-copycats-2018-3 - https://brightside.me/inspiration-tips-and-tricks/how-to-select-the-perfect-clothes-for-your-body-shape-160105/ - http://www.bbc.com/future/story/20170503-how-farmers-put-apples-into-suspended-animation

- Adhd. (2010). In H. Dwyer, Curriculum connections psychology: Abnormal psychology.

London, UK: Brown Bear Books Ltd. Retrieved from http://ocadu.idm.oclc.org/login?url=https://search.credoreference.com/ content/entry/bbbabnormal/adhd/0?institutionId=4079 - Symptoms of ADHD. (2010). In H. Dwyer, Curriculum connections psychology: Abnormal psychology. London, UK: Brown Bear Books Ltd. Retrieved from http://ocadu.idm. oclc.org/login?url=https://search.credoreference.com/content/entry/bbbabnormal/ symptoms_of_adhd/0?institutionId=4079 - Ellison, A. T. (2004). Attention deficit/hyperactivity disorders (ADHD). In C. D. Spielberger (Ed.), Encyclopedia of applied psychology.

Oxford, UK: Elsevier Science & Technology.

Retrieved from http://ocadu.idm.oclc.org/ login?url=https://search.credoreference. com/content/entry/estappliedpsyc/attention_deficit_hyperactivity_disorders_adhd/0?institutionId=4079 - https://www.cnn.com/2017/11/27/health/ girls-adhd-signs-partner/index.html - https://www.thestar.com/opinion/contributors/2018/09/02/all-children-should-feellike-they-belong-at-school.html - https://theconversation.com/girls-haveadhd-too-heres-why-we-may-be-missingthem-101571 - https://www.youtube.com/watch?v=VIc-

GRffuMLg - https://www.thestar.com/news/canada/2018/08/29/eqao-math-test-scoresdrop-for-elementary-students.html - https://globalnews.ca/news/4200010/ doug-ford-discovery-math-ontario-election/ - https://www.cnn.com/2015/12/10/health/ standing-desks-impact-health-education/ index.html - http://www.edu.gov.on.ca/eng/parents/ min_math_strategy.html - https://ideas.ted.com/should-emotionsbe-taught-in-schools/ - https://journal.alt.ac.uk/index.php/rlt/article/view/2035/pdf - https://www.ispacs.com/journals/ metr/2014/metr-00040/article.pdf - https://ebookcentral.proquest.com/lib/oculocad-ebooks/detail.action?docID=420934 - www.eqao.com - https://www.competeprosper.ca/ - https://www.theglobeandmail.com/canada/article-eqao-less-than-half-of-ontariograde-6-math-students-make-the-grade/ - http://www.amathsdictionaryforkids.com/ - https://settlement.org/ontario/education/ elementary-and-secondary-school/evaluation/eqao-testing/ - https://www.dandad.org/awards/professional/2018/graphic-design/26946/backbook-or-cook-word-games-on-dyslexia/

- https://www.theottoolbox.com/2016/09/ graph-paper-letter-spacing-handwriting.html - http://dyslexiahelp.umich.edu/professionals/dyslexia-school/mathematics - https://www.richardpchapman.com/work/ the-british-academy/ - https://www.oxfordlearning.com/what-ismath-anxiety/ - https://www.youtube.com/watch?time_ continue=9&v=ja62KyDN84Y - https://www.sciencedirect.com/science/ article/pii/ S1041608017302108 - https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/math-anxiety-vs-dyscalculia-comparing-the-signs - https://www.nature.com/news/dyscalculia-number-games-1.12153 - https://onlinelibrary-wiley-com.ocadu. idm.oclc.org/doi/epdf/10.1111/j.14678624.2012.01815.x - https://onlinelibrary-wiley-com.ocadu.idm. oclc.org/doi/epdf/10.1111/cogs.12043 - https://www-jstor-org.ocadu.idm.oclc. org/stable/pdf/27977939.pdf?refreqid=excelsior%3Aeba2f77a90721352e2f68b43c6d6b613 - https://www.tandfonline.com/doi/ abs/10.3402/meo.v14i.4512#aHR0cHM6Ly93d3cudGFuZGZvbmxpbmUuY29tL2RvaS9wZGYvMTAuMzQwMi9tZW8udjE0aS40NTEyP25lZWRBY2Nlc3M9dHJ1ZUBAQDA=

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- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3514770/ - http://richard-hemmings.com/useful-videos/ - https://www.dezeen.com/2017/09/15/ josh-penn-awareness-dyslexia-kinetic-typography-animation-graduates/ - https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/a-day-in-the-life-of-a-teenager-with-dyscalculia - https://www.dailymail.co.uk/sciencetech/ article-2491013/Dyslexia-sufferer-Sam-Barclays-book-I-wonder-whats-like-dyslexic. html - https://www.ideabooks. nl/9789072076601-dyslexia-chunking-alonga-straight-line-at-the-crossing-turn-left - http://mkweb.bcgsc.ca/asciiart - https://www.youtube.com/watch?v=IEpBujdee8M - https://www.youtube.com/watch?v=rsE3v6IEY9E - https://www.dezeen.com/2018/10/11/ sans-forgetica-typeface-font-rmit-universi-

ty-melbourne/ - https://www.dezeen.com/2015/06/05/ dan-britton-typeface-recreates-frustration-reading-dyslexia/ - https://vimeo.com/75867119 - https://vimeo.com/7292703 - https://vimeo.com/32082082 - http://www.gamehouse.com/blog/leetspeak-cheat-sheet/ - https://www.sciencealert.com/your-abilityto-read-this-message-really-does-revealsomething-incredible-about-the-mind

Gradex Setup

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