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DYSCALCULIA:

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MATHMATICAL LEARNING DIFFICULTY

INTRODUCTION:-

In most of the schools, one may come across some specific group of children who face problems in learning. These problems can be found in their acquisition of basic academic skills such as reading, writing or arithmetic. This condition in which a learner finds it difficult to acquire the basic skills needed for learning is called 'learning difficulty'.

Children with learning difficulties are low achievers and they are found to be unable to cope with the schoolwork. The difficulty in learning to read, write, or calculate is represented as difference between the learner's achievements and his/her ability to learn. Unexpected underachievement has been attributed to intrinsic neurological factors which indicate that students with learning disabilities require specialized instruction to perform at expected levels. These children are found to have different kinds of learning disabilities of varying degrees. The most common types of learning disabilities are dyslexia (disorder of reading), dysgraphia (disorder of written work) and dyscalculia (disorder of performing arithmetic calculations).

What is Dyscalculia?

Many of the children with learning difficulties may be found to exhibit serious learning difficulties in mathematics primarily related to mathematical calculations and mathematical reasoning. The difficulties that children face in the learning process have begun to attract serious attention. It has become a real educational handicap and a widespread issue in today’s society.

Dyscalculia is the most widely used term for the learning problems and difficulties in mathematics.

It is a specific learning disorder, biologically based, that deeply affects learning related to mathematics and arithmetic. A child that suffers from dyscalculia will confuse number, signs and cannot do mental math or work with abstract ideas.

Dyscalculia is sometimes called number blindness. It is the name given to the condition that affects our ability to acquire arithmetical skills.

Etymological Meaning of Dyscalculia:

Dyscalculia comes from Greek and Latin and means "counting badly". The prefix "dys" comes from Greek and means "badly". The root "calculia" comes from the Latin "calculare", which means "to count" and which is also related to "calculation" and "calculus".

TYPES OF DYSCALCULIA:-

On the basis of his experience with arithmetic learning problems, Dr.LadislavKosc described six types of dyscalculia.

Verbal dyscalculia: (orally difficulty in naming)

This type of dyscalculia is characterized by a difficulty naming and understanding the mathematical concepts presented verbally. Children with this type of dyscalculia are able to read or write numbers, but have a hard time recognizing them when presented verbally.

Practognostic dyscalculia:

These children are able to understand mathematical concepts but have trouble in listing, comparing, and manipulating mathematical equations.For example, comparing objects to determine which is larger.

Lexical dyscalculia: (problems in reading symbols)

Lexical dyscalculia means trouble reading and understanding mathematical symbols and numbers, as well as mathematical expressions or equations.

Graphical dyscalculia: (difficulty in writing mathematical symbols)

It means difficulty in writing mathematical symbols. Children with this type of dyscalculia are able to understand the mathematical concepts but do not have the ability to read, write, or use the correct corresponding symbols.

Ideognostical dyscalculia:

This refers to problems in understanding mathematical concepts and relationships.

Operational dyscalculia: (problems in mathematical calculations)

This type of dyscalculia presents itself with a difficulty to complete written or spoken mathematical operations or calculations. Someone with operational dyscalculia will be able to understand the numbers and the relationships between them, but will have trouble manipulating numbers and mathematical symbols in the calculation process.

SYMPTOMS OF DYSCALCULIA:-

Symptoms of dyscalculia in pre-school aged children:

Difficulties incounting

Inability to classify and measure:

It is difficult to associate a number with a real life situation, for example connecting the number “2” to the possibility of having 2 candies, 2 books, 2 plates, etc.

Problems recognizing symbols associated with numbers:

For example, inability to associate symbol “4” to the concept “four”.

Written errors of numbers when they are written or copied.

Incorrect symbols:

For example, confusing 9 with 6, or 3 with 8.

Sound errors:

Confuse numbers that sound similar, like “two” and “three”.

Omission:

This is quite common. The child will often forget one or more number in a series.

Symptoms of dyscalculia in primary school aged children:

Problems recognizing mathematical symbols:

They confuse the sign + with - and cannot use these or other symbols correctly.

Unable to learn or rememberbasic mathematical structures, like 1+2=3

They are not able to recognize words like“more than” or “less than”,

They often use theirfingers to count

Difficulties learning and remembering the procedure orrules for simple problems

They startproblems in the wrong order:

For example, while adding or subtracting they start on the left instead of the right.

Another very common characteristic is having trouble carrying when adding or subtracting.

Symptoms of dyscalculia in high school:

They have a hard timeapplying mathematical ideas in their day-to-day life.

For example, estimating how much they will spend in total, making change, creating a budget, etc.

Problems inmeasuring variables

For example, calculating how much 500g rice, 250ml of milk, or 1/3 kg of flour, etc.

Unsure of how to solve basic mathematical equations

Hard time understanding graphs, numeric representations, or maps.

CAUSES OF DYSCALCULIA:-

It is still not clear as to what causes dyscalculia in children. But experts have some clues. Here are some of the factors that may cause mathematics disorder:

1. Genes:

If a person struggle with math as a child, then chances are high that his/her child will too! According to studies, dyscalculia has a strong genetic link and can be passed on from generation to generation.

2. Alcohol Abuse:

Women who consume alcohol while pregnant are more likely to have children with dyscalculia.

3. Low Birth Weight:

If a baby’s birth weight is lower than average, it is more likely that he will grow up to have dyscalculia.

4. Brain Injury:

According to research, an injury to the brain too can cause dyscalculia in children.

AFFECTS OF DYSCALCULIA:-

Dyscalculia presents itself as a neuronal dysfunction in the intra parietal sulcus of the brain. This dysfunction develops a pattern of cognitive deterioration that usually manifests itself with skills deficits such as:

Focus (concentration):

Dyscalculia affects the mind's sharpness, making it more difficult for the child to learn math.

Divided attention:

This skill is important as it allows for multitasking. Children with math disabilities present problems when responding to a stimulus because they are unable to focus, they get distracted with irrelevant stimuli, and they tire easily.

Working memory:

This cognitive skill refers to temporary storage and the ability to manipulate information in order to complete complex assignments. Some difficulties as a result of this may be trouble following directions, forgetting instructions and tasks, low motivation, incomplete memories, being easily distracted, not remembering numbers, and delayed mental arithmetic.

Short-term memory:

It implies the capacity to retain a small amount of information during a short period of time. This mental deficit explains the inability to carry out math assignments. The problems present themselves when they calculate or attempt math problems. This is also related to the inability to remember numbers or multiplication tables.

Naming:

Implies the ability to recall a word or number and use it later. Children with dyscalculia have difficulties remembering numbers because their ability to process information is deficient.

Planning:

Low levels in this cognitive skill imply difficulties in planning and making sense of numbers and exercises. This inability to anticipate events or outcomes prevents the student from correctly completing the exercise.

Processing speed:

This corresponds to the time it takes for our brain to receive information (a number, a mathematical equation, a problem…), understand to it, and respond to it. Children that do not have any learning difficulties complete this process quickly and automatically, while children who have dyscalculia need more time and energy in order to process the information.

Time management:

Dyscalculia can make it difficult for a kid to understand the concept of time. That is why children with this disorder have difficulty managing time and sticking to schedules.

TREATMENT:-

There are some solutions or interventions for dyscalculia learning difficulty which are given below.

Academic Interventions for Dyscalculia:

Teachers and schools can provide the following classroom accommodations to support struggling students with dyscalculia:

– Allow extra time on tests:

Children with dyscalculia often feel rushed during standard-length math tests. If possible, avoid timed tests of basic facts like multiplication tables.

– Provide frequent checks during classwork:

It is frustrating for a student to finish an entire worksheet, only to be told that every answer is wrong and he’ll need to do it again. Instead, teachers should check after every few problems. This way, a child can learn from mistakes and feel bolstered by a sense of improvement.

– List the steps for multi-step problems and algorithms:

Post clearly numbered step-by-step instructions on the board, or give your student a copy she can keep at her desk.

– Keep sample problems on the board:

Students should also copy down examples in a notebook for reference.

– Use plenty of brightly colour, uncluttered reference charts and diagrams:

Children with dyscalculia benefit from visual representations of math problems.

– Whenever possible, allow calculator use:

When testing concepts more complex than addition or subtraction, allow students to use calculators to make basic steps quicker and more accessible. Then, a student can focus on demonstrating what she knows not how well she can add in her head.

– Reduce the number of assigned problems:

Assigning 10 problems, rather than a full page, are enough to assess a student’s understanding.

Home Interventions for Dyscalculia:

The parents can help his child to build math skills and gain confidence with simple everyday exercises, including:

– Point out math wherever you can:

In small, everyday ways, build in child a sense of how numbers and equations apply to her life. When you go grocery shopping, talk about how much change you’ll get back at checkout, or how many apples you’ll need for the week’s lunches. As she gains confidence, your child can help you plan recipes, create simple budgets, or match socks when you’re doing laundry — all of which will strengthen her number sense and visual-spatial skills.

– Play math games:

Lots of common games involve counting and simple arithmetic. Play math games and other similar games with your child as often as you can to help him learn to use numbers in a fun and relaxing environment.

– Work with your child on managing time:

A lot of children with dyscalculia struggle to recognize how much time has passed or when they should move on to the next activity. Talk to your child about these challenges, and set up a system to help her improve her sense of time. Common strategies include cell-phone reminders, visual timers (like the Time Timer), or allowing your child to take frequent breaks during homework time.

– Help with homework:

Multi-part math problems can seem daunting for children with dyscalculia, and without help, your child may be unsure where to start or what steps to follow. Lend a hand by breaking math homework into chunks for your child, or by doing a few problems together so he gets a sense of the required steps. Allow your child to use a calculator whenever possible, to reduce the amount of math he needs to do in his head.

– Be understanding:

Learn as much as you can about your child’s condition, and help him understand that his math-related challenges do not mean he is “stupid” or “lazy.” Give positive encouragement whenever you can, and try not to get frustrated if your child is struggling with a basic concept.

CONCLUSION

From the above discussion, we may conclude that dyscalculia is a mathematical learning difficulty which creates many problems in day to day life of a child. A child that suffers from dyscalculia will face difficulty in understanding numbers, learning how to manipulate numbers and learning facts in mathematics. Dyscalculia can be treating easily by giving special attention to the child. To treat dyscalculia the most important thing is identification of problem. After identifying the problem we may take respective step for solution of dyscalculia problem.