Dyscalculia is a learning disability involving mathematics. Children with this disorder are likely to have difficulty comprehending and using mathematics. Scientists have yet to find a definitive cause for this disorder.
Dyscalculia is a learning disability involving mathematics. Children with this disorder are likely to have difficulty comprehending and using mathematics. Scientists have yet to find a definitive cause for this disorder.
Dyscalculia is a learning disability involving mathematics. Children with this disorder are likely to have difficulty comprehending and using mathematics. Scientists have yet to find a definitive cause for this disorder.
The term dyscalculia originates from Dys, which means difficulty/poor in
Greek and Calculia which means calculations. Put together, the word means difficulty with calculations. Thus, dyscalculia is a learning disability involving mathematics. Children with this disorder are likely to have difficulty comprehending and using mathematics and find it extremely difficult to acquire arithmetical skills. This disorder is also known as mathematics dyslexia. Sufferers find it extremely difficult to calculate variables, recognize numbers, and count objects. These children have normal IQ levels and everything else is normal including their reading, writing, and speaking skills. Scientists have yet to find a definitive cause for this disorder, although there is some speculation that certain genetic anomalies, such as Fragile X Syndrome, or environmental causes such as in-uterus exposure to alcohol, could play a role in developing dyscalculia.
Dyscalculia has following characteristics:
1. Major Difficulties
Lack of sufficient skills in math fundamentals (error in basics, failure to notice math signs and symbols etc.).
Inability to conceptualize and execute math processes (can do correct computation but students dont understand why a strategy worked so they can transfer knowledge to new problem).
2. Information Processing Deficits
Attention deficits (problems paying attention to instruction, can stay focused on math step).
Visual special Deficits (lose place on worksheets; can differentiate between numerals, symbols, coins, clock hand, etc. problems writing in straight lines, aligning numerals and moving in correct direction; difficulties using the number line).
Auditory Processing Deficits (problems with oral drills, etc.)
Memory Disabilities (write numerals slowly, inaccurately and illegibly; problem writing numerals small space).
3. Math Anxiety
Intense fear and avoidance cause inability to learn math concepts and skill or perform well on math tests.
Influence on students choices of course in school and careers.
Contributing factors: negative experiences with math in early years, previous failures in math, parent or teacher pressure, poor self esteem, emphasis on time when performing math, belief in myths (e.g., Some people have math minds, or Women are not good at math).
Specific: experience stress about particular math situation rather than all math situation.
Global: feel incompetent in all math situations and dislike all aspects of mathematics intensely.
Time and Direction Difficulties A person suffering from dyscalculia may often be late for appointments or events and may have problems remembering schedules. They may also find it difficult to estimate how long a task will take to complete. Dyscalculia sufferers may be easily disoriented and have little or no sense of direction.
Disparity between Verbal and Mathematical Abilities Someone with dyscalculia may have excellent speaking and writing skills and still be unable to do even simple math problems or problem-solving tasks.
Money Handling Difficulties Another characteristic of dyscalculia is a difficulty in handling money. Keeping track of cash or a maintaining a bank account balance may require intense effort or outside assistance.
Sequential Directions Difficulties It may be difficult for a person with dyscalculia to keep a sequence of directions in order. In a problem requiring the use of mathematics, he may confuse the order of addition, subtraction, multiplication or division. In addition, tasks like making recipes, finding directions to a location, or other sequential directions may be lost on him.
Developmental dyscalculia is a specific learning disability, manifested by difficulty in learning the basic number concepts necessary for addition, subtraction, multiplication, and division. Dyscalculia is a common cognitive handicap with a prevalence of 5% to 6% in the normal school-aged population and is as frequent in girls as in boys. Current data indicate that developmental dyscalculia is a brain-based disorder with a familial genetic predisposition, although environmental issues and mathematics anxiety may also play a role. Dyscalculia is often encountered in congenital and acquired neurologic disorders (eg, attention deficit hyperactivity disorder, developmental language disorders, neurofibromatosis, epilepsy, fragile X syndrome, or following cranial irradiation). Developmental dyscalculia persists, at least for the short term, in about half of affected preteen children; however, its long-term prognosis and impact on their education, employment, and psychological well-being warrants further study.
Martha Hougen Ph.D., Carol Jago M.A., Pamela Bell Ph.D., Brian Bryant Ph.D., Diane Bryant, Stephen Ciullo Ph.D., Neva Cramer Ph.D., Susan Ebbers, Brad Fogo Ph.D., Hannah R Gerber Ph.D., Jan Hasbrouck .pdf