Dyscalculia

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Dyscalculia

Dyscalculia is a specific learning disability that affects the acquisition of basic arithmetic skills, such as counting, estimating, mental maths and understanding maths concepts. It is not caused by low intelligence or inadequate schooling, but by cognitive impairments in working memory, visuospatial skills, number sense and/or procedural knowledge.

Dyscalculia affects about 5% of children in primary schools and often persists into adulthood, causing difficulties in academic achievement, occupational performance and daily living activities. Dyscalculia is also frequently associated with other learning disorders, such as dyslexia and attention deficit disorder, which can exacerbate the challenges faced by individuals with dyscalculia. It can be diagnosed by special educators or educational psychologists using standardized tests and neuropsychological assessments that measure the individual’s cognitive profile and maths abilities.

Early identification and intervention are crucial to prevent further academic failure and emotional distress. Effective interventions for dyscalculia involve intensive, multi-component and individualized instruction that targets the specific problem areas of each learner. Teachers can also use screening instruments and progress monitoring to identify at-risk students and provide them with preventive support and modifications to instructional practice (Soares & Patel, 2015; Kaufmann & von Aster, 2012).

Signs of dyscalculia

Dyscalculia is a specific and persistent difficulty in understanding numbers that can lead to diverse challenges with mathematics (British Dyslexia Association, 2022). It is estimated that dyscalculia affects about 5% of the population, but it is often underdiagnosed or confused with other learning difficulties or maths anxiety (Healthline, 2019). Dyscalculia can manifest in different ways across the lifespan, but some common signs in children and young adults are:

• Trouble applying maths concepts to money, such as making change or budgeting
• Difficulty counting backwards, skipping or transposing numbers, or remembering maths facts
• Slow to perform calculations, often relying on fingers or other aids
• Weak mental arithmetic skills, such as estimating or comparing quantities
• High levels of maths anxiety, leading to avoidance or frustration with maths tasks
• Difficulty understanding or remembering mathematical concepts such as multiplication, division, fractions, carrying, and borrowing
• Difficulty reconciling verbal or written cues (such as the word “two”) and their maths symbols and signifiers (the number 2)
• Difficulty understanding graphs, charts, formulas, or word problems
• Difficulty measuring items, quantities, or time

Dyscalculia can have a negative impact on academic performance, career choices, and daily functioning. However, with appropriate assessment and intervention, people with dyscalculia can overcome their challenges and achieve their potential. Some strategies that may help include using visual aids, manipulatives, games, mnemonics, and multisensory approaches to teach and practice maths. Additionally, accommodations such as extra time, calculators, or simplified instructions may reduce the stress and anxiety associated with maths tasks (Cleveland Clinic, 2020).

Treatment of dyscalculia

Dyscalculia is frequently associated with other learning disorders, such as dyslexia and attention deficit disorder, which can exacerbate the challenges faced by individuals with dyscalculia. Dyscalculia can be diagnosed by special educators or educational psychologists using standardized tests and neuropsychological assessments that measure the individual’s cognitive profile and maths abilities. Early identification and intervention are crucial to prevent further academic failure and emotional distress.

Some interventions for dyscalculia include:

• Using concrete materials and visual aids to illustrate maths concepts and procedures
• Providing explicit and systematic instruction that breaks down complex tasks into smaller steps
• Giving frequent feedback and reinforcement to boost confidence and motivation
• Using mnemonics, songs, stories and games to enhance memory and recall of maths facts
• Teaching multiple strategies to solve maths problems and encouraging self-monitoring and self-explanation
• Providing extra time, practice and review to consolidate learning and prevent forgetting
• Adapting the curriculum and assessment methods to suit the learner’s needs and strengths (Soares & Patel, 2015; Kaufmann & von Aster, 2012).

References

British Dyslexia Association. (2022). What is dyscalculia and how can it be spotted and supported in children and adults? Retrieved from https://www.nationalnumeracy.org.uk/news/what-dyscalculia-and-how-can-it-be-spotted-and-supported-children-and-adults

Cleveland Clinic. (2020). Dyscalculia: What it is, causes, symptoms & treatment. Retrieved from https://my.clevelandclinic.org/health/diseases/23949-dyscalculia

Healthline. (2019). Understanding dyscalculia: Symptoms, diagnosis, and treatment. Retrieved from https://www.healthline.com/health/dyscalculia

Kaufmann, L., & von Aster, M. (2012). The diagnosis and management of dyscalculia. Deutsches Ärzteblatt International, 109(45), 767–778. https://doi.org/10.3238/arztebl.2012.0767

Soares, N., & Patel, D. R. (2015). Dyscalculia. International Journal of Child and Adolescent Health, 8(1), 15–26.