Dyscalculia basically
means difficulty performing mathematical calculations, specifically,
it means a learning disability which affects math. Like dyslexia,
dyscalculia can be caused by a visual perceptual deficit and also
along with dyslexia, its effects varies tremendously in each individual.
Also like dyslexia were there is no single set of signs that characterizes
all dyslexics, there is no one cause of dyscalculia. Some of the main
symptoms are:
Spatial problems and difficulty aligning numbers into proper columns.
Number sequencing, including left/right orientation. They may read
numbers out of sequence and sometimes do operations backwards.
Find mathematics concepts in word problems difficult to understand,
confusing similar numbers (e.g., 7 and 9; 3 and 8), and have difficulty
using a calculator.
Difficulty with the abstract concepts of time and direction, the inability
to recall schedules, and unable to keep track of time.
If there is also a sensory defect, the mathematics deficiency is worse
than you would expect with it.
Not accounted for by another psychological disorder such as Mental
Retardation.
Associated
Features:
It is common
for students with dyscalculia to have normal or accelerated language
acquisition, verbal, reading, writing, and good visual memory for
the printed word.
They may be
chronically late for appointments.
Poor long-term
memory (retention & retrieval) of mathematical principles.
May be unable
to mentally calculate change due from purchases which may result
in a money or shopping phobia.
May have poor
athletic coordination.
Differential
Diagnosis:
Some disorders have similar symptoms. The clinician, therefore, in
his diagnostic attempt, has to differentiate against the following
disorders which need to be ruled out to establish a precise diagnosis.
Learned Helplessness
in mathematics
Dyslexia
Specific Phobia
Cause:
Dyscalculia has
several underlying causes. One of the most prominent is a weakness
in visual processing therefore students with dyscalculia have a difficultly
visualizing numbers and often mentally mix up the numbers, resulting
in what appear to be "stupid mistakes."
Treatment:
Helping a student identify their
strengths and weaknesses is the first step to giving assistance. Following
identification, parents and teachers should work together to establish
strategies that will help the student learn mathematics more effectively.
Repeated reinforcement and specific practice of straightforward ideas
can make understanding easier.
Counseling
and Psychotherapy [ See
Therapy Section ]:
