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What is dyscalculia?

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.

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