Dyscalculia

Buried by the Numbers

Dyscalculia is a learning disability in which a child has  trouble with math at many levels. Dyscalculia is NOT math anxiety, it is the inability to understand the concepts and or the functions of math and number relationships. They will often struggle with key concepts like less than vs. greater than. They will often have difficulty doing basic math problems such as adding, subtracting, multiplying, and dividing as well as more abstract math. Dyscalculia makes it hard to have number sense which makes math and tasks that involve math always a challenge. Dyscalculia is not as well known or as understood as dyslexia. Sometimes it is referred to as math dyslexia or number dyslexia but that just confuses the issue. Dyslexia refers to reading challenges and dyscalculia refers to math challenges and we will reference accordingly.

It is estimated that 5 to 10 percent of people might have dyscalculia with the incidence being found fairly equally between boys and girls. It is not uncommon for children with dyslexia to also have dyscalculia. The following information will help you to determine if enough attention is being paid to the functional level of math that a child is exhibiting at the moment. Functional goals for math need to have the functional adult in mind so that time is spent remediating appropriately.

Common Symptoms

o Calculation and operation errors

o Counting inaccurately

o Difficulty copying math problems

o Difficulty memorizing math facts

o Difficulty organizing written work

o Difficulty retaining math vocabulary

 o Difficulty with math concepts

o Reversal of numbers

o Sequencing deficits

Numerical Operations

Involves the ability to identify, discriminate, and write numerals, rote counting, count using 1:1 correspondence, solving written calculation problems and simple equations involving the basic operations, with increasing complexity, involving addition, subtraction, multiplication and division.

• Counting
• One to one correspondence
• Numerical identification and writing
• Calculation (addition, subtraction, multiplication, division)
• Fractions, decimals, algebra

Math Reasoning

Involves counting, identifies geometric shapes, and solves single- and multi- step word problems, time, money, measurement, problems with whole numbers, fractions or decimals, interprets graphs, identifies mathematical patterns, and solves problems related to statistics and probability.

• Quantitative numeration and number concepts
• Multi-step problem solving (Word and Consumer Math)
• Money, time, and measurement
• Geometry
• Reading and interpreting charts and graphs
• Statistics and probability
• Estimation
• Identifying patterns

Qualitative Observations During Math Evaluation:

• Writes incorrectly formed or reversed numerals
• Uses fingers/aids for counting or calculating
• Demonstrates automaticity of math facts

• Conversion problems (horizontal to vertical)
• Uses place value correctly
• Makes sequential errors
• Inconsistent performance of specific skills

• Difficulty with multi-digit calculation
• Difficulty with specific processes (addition, subtraction, multiplication, division)
• Difficulty with specific types of numbers (fractions, decimals
• Uses paper and pencil for calculation
• Organizes work to facilitate problem-solving
• Uses concrete aids for computation
• Breaks multi-step problem into smaller units
• Disregards irrelevant information
• Uses correct operation to calculate solution
• Employs use of an effective strategy to problem solve

Strategies

• Checking work
• Drawing pictures and tables of information
• Eliminating extraneous information
• Developing written equation
• Construct a model
• Estimating an answer and then working backwards
• Attempting to simplify a problem

Resources

Principles and Standards for School Mathematics (2000) by the National Council of Teachers of Mathematics

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEP's nationally and consults on developing appropriately individualized IEP's that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher. She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.