# Publications for Clare Trott

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## Journal Articles

**Trott, C**(2018) Supporting Students with Maths Impairment in Higher Education,

*PATOSS Bulletin*, 31(1), pp.20-28.

**Trott, C**(2018) Dyscalculia and Transitions into Higher Education and the workplace,

*Perspectives on Language and Literacy*, 44(1), pp.20-25.

**Trott, C**, Drew, S, Maddocks, H (Accepted for publication) A Hub Service: extending the support provided by one institution to students of other local institutions,

*MSOR Connections*, 12(2).

**Trott, C**(2011) Mathematics, dyslexia, and accessibility.,

*MSOR Accessibility Workshop, University of Bath*, . Full text: http://hdl.handle.net/2134/8883 .

**Trott, C**(2010) Dyscalculia: a practitioner's view,

*Assessment & Development Matters*, 2(2), pp.19-21, ISSN: 2040-4069.

**Trott, C**(2007) Identifying Dyscalculia In HE,

*Dyslexia Review*, 18(2), pp.9-14, ISSN: 0308-6275.

**Trott, C**and Beacham, N (2005) Development of a first-line screener for dyscalculia in Higher Education,

*Skill*, (81), pp.13-19, ISSN: 1365-7275.

**Trott, C**(2005) Maths Support for an Engineering Student with Dyslexia,

*Working with Students with Disabilities, LTSN Engineering (2nd Edition)*, pp.28-29.

**Trott, C**(2003) Mathematics Support for Dyslexic and Dyscalculic Students,

*Journal of the Professional Association of Teachers of Students with Specific Learning Difficulties*, 16(2), pp.22-28.

## Conferences

Treffert-Thomas, S, Hunsicker, E,**Trott, C**(2016) TeStED Project- Transitioning without A2 level mathematics. In

*The 18th SEFI Mathematics Working Group seminar on Mathematics in Engineering Education*, Gothenburg, Sweden.

**Trott, C**(2011) Dyscalculia in further and higher education.. In , Patoss Bulletin, pp.53-59, Full text: http://hdl.handle.net/2134/8879 .

**Trott, C**(2010) Dyscalculia in Further and Higher Education. In ed, IGD (ed)

*CETL-MSOR Conference Proeceedings 2010*, University of Birmingham, pp.68-73. Beacham, N and

**Trott, C**(2006) Developing a screening tool for dyscalculia. In

*CETL-MSOR*, Loughborough, pp.14-19, ISBN: 978-0-9555914-0-2. Full text: http://mathstore.ac.uk/conference2006/Final%20Proceedings%202006/Conference%20Proceedings .

**Trott, C**(2006) Mathematics and Neurodiversity. In ed, DG (ed)

*CETL-MSOR Conference*, Proceedings, Loughborough University, pp.161-166, ISBN: 978-0-9555914-0-2. Full text: http://mathstore.ac.uk/conference2006/Final%20Proceedings%202006/Conference%20Proceedings . Beacham, N and

**Trott, C**(2005) The Difficulties Dyslexic Students Experience Using Calculators. In

*Conference Proceedings*, Helping Everyone Learn Maths', Loughborough, pp.125-148, Full text: http://www.engsc.ac.uk/nef/events/helmconf%20programme.asp%20dyslexia . Perkin, G and Perkin, C (2005) Mathematical and Statistical Support for Dyslexic Undergraduates. Helping Everyone Learn Maths. In

*Conference Proceedings*, Loughborough University.

**Trott, C**and Wright, F (2003) Maths & Dyslexia in Further and Higher Education. In

*Strategies for Sucessess*, Supporting the dyslexic student in HE & FE:, University of Hull & De Montfort Univ. Leicester, tba.

## Chapters

**Trott, C**(2015) The Neurodiverse Mathematics Student. In Groves, M, Croft, ACC, Kyle, J, Lawson, D (ed)

*Transitions in Undergraduate Mathematics Education*, Higher Education Academy, pp.209-226, ISBN: 9781909557062.

**Trott, C**(2015) Dyscalculia in Higher Education Systems, support and student strategies. In Chinn, S (ed)

*The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties*, Routledge, pp.406-419, ISBN: 9780415822855.

**Trott, C**(2012) Dyscalculia. In

*Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences*, pp.125-148, ISBN: 9780470741597. DOI: 10.1002/9780470742259.ch6.

**Trott, C**(2010) Screening for dyscalculia: development and delivery.. In

*Unknown Parent Title*, IN: Brunswick, N. (ed.) The Dyslexia Handbook 2009/10, . Full text: http://hdl.handle.net.2134/8802 .

**Trott, C**(2009) Dyscalculia, in Pollak D (ed) Neurodiversity in Higher Education:Positive Responses to Specific Learning Differences. In

*Unknown Parent Title*, Wiley and Son, pp.125-148.