Dyscalculia

ABSTRACT Technology is the candle which brightens the way of learning. Teaching by using computers is not a new practice and is in vogue for over 80 years. Computers have become powerful technological tools for educational purposes. Students who can develop good mathematical skills will also be able to learn other skills more easily, become more successful than others and further their learning process. The effectiveness of Computer-Based Instruction for teaching mathematics to children with specific learning difficulties has not been tested yet. Therefore, this study aims to examine the effects of Computer-Based Instruction on children with mathematical learning difficulties by evaluating the results of studies conducted in different countries with the help of the meta-analysis method, which is defined as a subset of systematic reviews of experimental researches. Inclusion criteria have been used to determine which one of the examined studies would be included in the meta-analysis. The sample size of the study is 1364 for the experimental group and 926 for the control group. Consequently, it has been observed that Computer-Based Instruction had positive effects on children with mathematical learning difficulties.

Dyscalculia is a learning difficulty faced by an individual. The purpose of this study is to investigate the level of problems of dyscalculia in primary schools. The researchers employed quantitative design to carry out the study. Survey method is used to collect the data. Descriptive and inferential statistics are used to analyze the survey data. A study was conducted with 381 primary schools Mathematics teachers in Malaysia. Means and standard deviation were used to analyze the level of problems of dyscalculia, whereas independent t-test were used to compare the level of problems of dyscalculia between school locations. The results show that the level of problems of dyscalculia is medium high (M=3.31, σ=0.97). On the other hand, the problem of dyscalculia in rural area is slightly higher (M=3.822, σ=0.697) than the urban area (M=3.717, σ=0.696). In short, there is no significant difference for the level of problems of dyscalculia between different school locations (p=0.147, p>0.05). This study is able to bring significances to Ministry of Education Malaysia, educators, teachers, and researchers. The result is useful to determine the allocations of funding and resources for the students with learning difficulties. It is also able to create the awareness of dyscalculia among the people. As a conclusion, interventions and diagnosis need to be carried out in order to improve the capabilities of these pupils to the maximum.

This study aimed to determine the effect of mind mapping to increas e the ability of the operation of summing down ward rows of dyscalculia students. This research utilized Single Subject Reseacrh (SSR) with A-B-A design . A-B-A design consist ed of three conditions, namely the initial baseline (A 1 ), intervention (B), and the final baseline (A 2 ). Th is research data were obtained from a male dyscalculia student at grade III elementary school through fourteen observations by implementing mind mapping. Then, the data were analyzed by using visual analysis of graphic data . The ability to do the operation of summing down ward rows for students in the initial baseline observation (A 1 ) obtained a percentage of 0%, 0%, 0% in three times observations. Then , the intervention (B) was carried out by applying mind mapping and it was found that the percentage increased for 90%, 100%, 100%, 100%, 100% in five times observations. Finally, the observation at the final baseline (A 2 ) found ...

In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on fractions magnitude understanding may improve learning. They then describe an intervention that relies strongly on this type of understanding about fractions instruction, and they provide an overview of the intervention's overall effects. This is followed by an overview of 5 intervention components for which the authors isolated effects. They conclude by discussing some of the lessons learned from this research program.

This present investigation has aimed to identify the achievement in reading and mathematical skill of the students in the whole educational process. The present investigation is a fruitful one for the learning community for the betterment of educational process in their entire life. Metacognitive strategies play a vital role for the student’s academic achievement in reading and mathematical calculations.  Learning disabilities refers to significant learning problems in an academic area. It describes a group of disorders characterized by inadequate development of specific academic, language (Reading  , writing) and  mathematics. Students  who are not able to read and write and comprehend mathematics can be called learning disabled children. Metacogntion refers to higher order thinking which involves active control over the cognitive processes engaged in learning. It evolves three stages namely planning, monitoring and evaluation. So as to  make the students have got higher order thinking for overcoming disabilities

Although several surveys related to dyscalculia have proceeded so far, research seems to fail till now to develop a clear concept map referring to the features of dyscalculia classified according to age. Dyscalculia can be recognized by some specific features that are noticed through all stages of the individual’s development. In this paper a classification of features is proposed, according to individuals’ age as well as several screening methods, in order to ensure efficiency of the screening procedure. Dyscalculia’s features evaluation during different stages of age is crucial since diagnosis is relevant to the age considering that math’s learning difficulties arising in early ages are likely to be remitted since this status is possible to be temporary. An innovative aspect in this work is the citation and analysis of algorithmic thinking difficulties encountering in older ages under the range of learning difficulties in mathematics and dyscalculia.

Mathematics is an important subject for every pupil. We learn mathematics since early childhood education, primary school, secondary school, and even in higher education. It is needed in our everyday life, yet there are many pupils who afraid of this mathematics subject. This is happening especially among the dyscalculic pupils. Dyscalculia is a type of learning disabilities as the same categories as dyslexia. However, dyscalculia remains behind dyslexia in terms of research and understanding. Dyscalculic pupils are a group of pupils with special educational needs. More researches in this field are very crucial to be developed. Hence, the purpose of this study is to introduce the symptoms, instruments, diagnosis and interventions of dyscalculia. This introduction of dyscalculia will be explained based on the previous
literature reviews and previous studies. The impact of this study is it will provide a fundamental knowledge for researchers in future researches as well as special education teachers or mainstream teachers to understand about their pupils who might have symptoms of dyscalculia. By this knowledge, they can also learn about some instruments,  diagnosis, and interventions to improve the mathematics learning and even reduce the impact of dyscalculia on the pupils.

Dyscalculia is one of the less well-known learning problems in mathematics due to lack of exposure and study. Children with dyscalculia usually face arithmetic and symbolic number comparison issues, with about 3-6 percent of individuals affected. The lack of wide-ranging study and inconsistency in the condition's characterizations through studies have impeded progress in identifying the root causes of dyscalculia and how best to handle it. This problem can be more serious because it can prolong up to adulthood. Therefore, this paper will discuss the general aspects related to dyscalculia problems and their effects on children in their lives. This paper also explains the signs and symptoms that are needed to understand children who may have dyscalculia. Finally, this paper discusses what treatments or methods can be used significantly to help children improve their mastery and mathematical skills, including treatment for co-occurring issues. The implications are society should be...

Post-stroke language disorders are frequent and include aphasia, alexia, agraphia and acalculia. There are different definitions of aphasias, but the most widely accepted neurologic and/or neuropsychological definition is that aphasia is a loss or impairment of verbal communication, which occurs as a consequence of brain dysfunction. It manifests as impairment of almost all verbal abilities, e.g., abnormal verbal expression, difficulties in understanding spoken or written language, repetition, naming, reading and writing. During the history, many classifications of aphasia syndromes were established. For practical use, classification of aphasias according to fluency, comprehension and abilities of naming it seems to be most suitable (nonfluent aphasias: Broca's, transcortical motor, global and mixed transcortical aphasia; fluent aphasias: anomic, conduction, Wernicke's, transcortical sensory, subcortical aphasia). Aphasia is a common consequence of left hemispheric lesion an...

Özet Bu çalışmada amaç ilkokul 3. sınıf öğrencilerinin sayı duyarlılık düzeylerini panamath testi ile belirlemektir. Çalışmada 155 kız, 190 erkek olmak üzere 345 ilkokul 3. sınıf öğrencisi yer almıştır. Öğrenciler Muş merkezde bulunan iki ilkokuldan rastgele belirlenen sınıflardan seçilmişlerdir. Öğrenciler bilgisayar ortamında yaklaşık 5 dakikada, toplamda 104 madde cevaplamışlardır. Panamath test programında doğru cevap sayısı, ortalama madde cevaplama süresi ve weber kesri otomatik olarak hesaplanmaktadır. Elde edilen veriler betimsel analizler, bağımsız gruplar t testi ve kümeleme analizi yapılarak incelenmiştir. Weber kesri açısından erkek ve kızların puanları arasında fark anlamlı bulunmuştur. Ayrıca yapılan kümeleme analizinde alt ve üst grup olmak üzere iki grup elde edilmiştir. %15,7 lik alt grupta weber kesir ortalaması 0,46, %84,3'lük üst grubun weber kesri ortalaması 0,21 olarak tespit edilmiştir. Bilhassa alt ve üst gruplara dair elde edilen değerler özellikle matematik öğrenme güçlüğü yaşayan öğrencilerin tespit edilmesinde dikkate alınabilir. 1. Giriş Modern toplumlarda yaşamını sürdüren her birey günlük yaşamında ve iş hayatında sayma, hesaplama ve ölçme etkinlikleri ile matematik bilgisine gereksinim duyar. Örneğin alış verişte hangi kasa kuyruğunun daha kısa olduğunu bilmek için saymaya, cebindeki paranın ne kadarını kullandığını veya kullanacağını bilmek için hesaplamaya, satın aldığı bir kolinin arabasının bagajına sığıp sığmayacağını tespit edebilmek için ölçmeye ihtiyaç duyabilir. Bireyin temel düzeyde matematik bilgisine sahip olması, sayılan durumların üstesinden kolaylıkla gelebilmesini sağlarken bu bilgiden yoksun olması ise birçok güçlüğe maruz kalmasına neden olabilir. Birçok sebepten ötürü bireyler matematiksel kavram ve becerilerin ediniminde maalesef başarısız olurlar. Matematiğin çok zor olduğu fikrinin birey üzerinde oluşturduğu olumsuz tutum, öğrencinin gereksinimlerini iyi karşılamayan öğrenme-öğretme yöntemleri, sosyo-ekonomik yetersizlikler, sosyo-kültürel farklılıklar ve matematik öğrenme güçlüğünün (MÖG) varlığı bu sebepler arasında sayılabilir. Matematik; aritmetik, aritmetik problemleri çözme, geometri, cebir, olasılık, istatistik, kalkulus gibi farklı alanları içeren kompleks bir derstir. Bu durum çeşitli temel beceriler ile ilişkili nicelik algısı, sembolik çözümleme, bellek, görsel-uzamsal kapasite, mantık gibi becerilerin harekete geçirilmesi anlamına gelir. Bu becerilerin herhangi birinde veya becerilerin eşgüdümünde güçlüklere sahip öğrenciler MÖG yaşayabilirler (Karagiannakis, Baccaglini-Frank, ve Papadatos, 2014). Hastalıkların Uluslararası Sınıflaması gelişimsel diskalkuliyi; zekâ geriliği, düşük sosyal çevre veya yetersiz eğitim ile açıklanamayan, genel zekâ ile matematik performansı arasındaki bir tutarsızlık olarak açıklamışlardır (WHO, 1992). Zekâ geriliği, duyu bozukluğu, duygusal bozukluk, kültürel yoksunluk ve yetersiz eğitim gibi durumların yokluğuna rağmen öğrencinin matematikte beklenmeyen düşük bir performans sergilemesi MÖG olarak tanımlanmaktadır (Büttner ve Hasselhorn, 2011).

Although several surveys related to dyscalculia have proceeded so far, research seems to fail till now to develop a clear concept map referring to the features of dyscalculia classified according to age. Dyscalculia can be recognized by some specific features that are noticed through all stages of the individual's development. In this paper a classification of features is proposed, according to individuals' age as well as several screening methods, in order to ensure efficiency of the screening procedure. Dyscalculia's features evaluation during different stages of age is crucial since diagnosis is relevant to the age considering that math's learning difficulties arising in early ages are likely to be remitted since this status is possible to be temporary. An innovative aspect in this work is the citation and analysis of algorithmic thinking difficulties encountering in older ages under the range of learning difficulties in mathematics and dyscalculia.

Understanding dyscalculia is crucial in helping pupils to achieve, especially in mathematics learning. However, the researches in dyscalculia is still yet new and few. The purpose of this paper is to discuss about the characteristics of dyscalculia in mathematics learning. In this paper, the authors will discuss about characteristics of dyscalculia categorised in the four domains. These characteristics are listed based on the study of previous literature reviews. These four domains are: (a) number sense; (b) working memory; (c) accurate or fluent calculation; and (d) mathematics reasoning. The implication of this paper is it is able to act as guidance for teachers and parents in detecting the children with symptoms or characteristics of dyscalculia in the normal classrooms.

Η παρούσα εργασία αποτελεί μια προσωπική διερεύνηση εναλλακτικών μεθόδων διδασκαλίας των Μαθηματικών σε μαθητές με δυσαριθμησία. Η μάθηση μέσα από το παιχνίδι και ποικίλες δημιουργικές δραστηριότητες αποτελεί τον βασικό άξονα των μεθόδων που παρουσιάζονται.

Dyscalculia is one of the less well-known learning problems in mathematics due to lack of exposure and study. Children with dyscalculia usually face arithmetic and symbolic number comparison issues, with about 3-6 percent of individuals affected. The lack of wide-ranging study and inconsistency in the condition's characterizations through studies have impeded progress in identifying the root causes of dyscalculia and how best to handle it. This problem can be more serious because it can prolong up to adulthood. Therefore, this paper will discuss the general aspects related to dyscalculia problems and their effects on children in their lives. This paper also explains the signs and symptoms that are needed to understand children who may have dyscalculia. Finally, this paper discusses what treatments or methods can be used significantly to help children improve their mastery and mathematical skills, including treatment for co-occurring issues. The implications are society should be aware of possible problems with their children related to dyscalculia and should always increase their initiative to use various methods to address the symptoms of dyscalculia, especially for children who also have other learning problems such as dyslexia and ADHD. Besides, increased knowledge of this distinction going forward, combined with longitudinal observational studies, provides tremendous potential to deepen our understanding of the condition and establish successful educational approaches.

Vorschulische mathematische Basiskompetenzen, insbesondere das Verständnis dafür, dass Mengen mit Zahlen verknüpft werden können (Anzahlkonzept), gelten als bester Prädiktor für die spätere Mathematikleistung in der Grundschule. Deshalb wurden in den letzten Jahren die Förderangebote im Vorschulbereich sukzessive erweitert. Dennoch werden weiterhin viele Kinder mit nur unzureichenden mathematischen Lernvoraussetzungen eingeschult. Deshalb sollte in dieser Arbeit ein Training mathematischer Basiskompetenzen bei Erstklässlern, die noch
Rückstände in ihren mathematischen Kompetenzen aufweisen, erprobt werden. Dazu wurde das ursprünglich für den Vorschulbereich konzipierte Programm Mengen, zählen, Zahlen (MZZ; Krajewski et al., 2007) für den Grundschuleinsatz adaptiert. Es sollte einerseits untersucht werden, ob mit dem Training die mathematischen Basiskompetenzen verbessert werden können (Wirksamkeit), und andererseits, ob das Training zu Transfereffekten auf Rechenleistungen in standardisierten und curricular validen Schulleistungstests führt (Transfer). Unter einem klassifikatorischen Aspekt interessierte weiterhin die Frage, ob die MZZ-Förderung die spätere Auftretenshäufigkeit von Rechenschwäche senken würde (Prävention). Schließlich sollte untersucht werden, ob das Training in die schulische Förderpraxis implementierbar ist, also unter ökologisch validen Bedingungen gleichermaßen funktioniert (Implementierbarkeit).
Nachdem in einer Pilotstudie die grundsätzliche Wirksamkeit des Trainings nachgewiesen wurde, sollte die umfängliche Evaluation in der Hauptstudie stattfinden. Dazu wurden 30 erste Klassen
aus insgesamt 14 Grundschulen rekrutiert. Knapp 600  Erstklässler wurden zur Mitte ihres ersten Schuljahres mit einem Test zur Erfassung mathematischer Basiskompetenzen (MBK-1;
Ennemoser et al., in Vorb.) überprüft. Im Anschluss wurden die Kinder, die zu den schwächsten 20% in diesem Test gehörten, als Risikokinder (N = 119) definiert und einer von vier Versuchsbedingungen zugeordnet. Zwei Gruppen erhielten das MZZ-Training, zwei Gruppen dienten als Vergleichsgruppen. Die MZZ-Fördergruppen wurden entweder durch
wissenschaftliche Hilfskräfte (MZZ-Trainingsgruppe; N = 36) oder durch Lehrkräfte der jeweiligen Schule  (MZZ-Implementierungsgruppe; N = 25) trainiert. Die Förderung umfasste 12 Sitzungen à 45 Minuten in Kleingruppen von zwei bis sechs Schülern. Von den Vergleichsgruppen erhielt eine ein Denktraining nach Klauer (1989) (Denktrainingsgruppe; N =
30), die andere diente als ungeförderte Kontrollgruppe (N = 28).

Speedline Dots Kulia merupakan kaedah baru yang sesuai digunakan untuk murid Diskalkulia .Kajian ini bertujuan untuk menambah baik amalan saya dalam pengajaran mengenai kemahiran mengira operasi tambah dan tolak terhadap murid Diskalkulia.Kajian ini dijalankan dengan menggunakan rekabentuk kajian tindakan yang melibatkan kumpulan sasaran seramai 5 orang murid Pendidikan khas di kelas Marikh yang bertempat di Sekolah Kebangsaan Bukit Beruang Melaka pada tahun 2020.Data yang dikumpulkan dalam kajian ini dengan menggunakan pemerhatian, temubual, soal selidik, gambar dan ujian yang dianalisis secara diskriptif.Dapatan kajian mendapati aktiviti yang telah dirancang telah membantu guru serta dapat menambah baik proses amalan pengajaran dan pembelajaran dari segi aspek merangka, merancang dan melaksanakan aktiviti PdP berpusatkan murid tanpa menjejaskan elemen isi kandungan yang perlu dikuasai oleh murid.Malahan kajian ini juga dapat membantu guru memahami proses pelaksanaan kajian tindakan secara keseluruhannya.

The following bachelor’s thesis refers to the concepts of Memory and Learning. Learning Theories, as well as Learning Difficulties, and more specifically the Learning Difficulties in Mathematics, presented. Furthermore, the types of Memory take place which contribute to the Learning process with greater emphasis on Working Memory and how that can impact the comprehension of Mathematical Concepts. Finally, there is a reference to the relation between Working Memory and Dyscalculia, through fundamental researches on these issues.

Although learning disabilities study is in advanced stage, research related in algorithmic procedures is limited, since interest in this field is recently displayed. This discourse describes some cognitive and algorithmic principles, which rule the development of a software related to dyscalculia. More specifically,this software design is based on principles related to the diagnostic evaluation of dyscalculia . The proposed software is based on the assumption that dyscalculia is noticed due to a lack of understanding of mathematical concepts and aims at understanding the cerebral reproductions of algorithmic procedures. One of the challenges is the analysis and evaluation the difficulties related to algorithmic mathematical thinking. A key point is maping the features of people with problems in algorithmic thinking.

Dyscalculia is estimated to have a prevalence of 3-5% of the population and is defined as a condition that affects the ability to acquire mathematical skills. This presentation will provide an introduction to dyscalculia in higher education. It discusses key concepts and how dyscalculia impacts students, for example, number concepts and relationships, and  discusses resources and strategies to support concepts and relationships, to support students in the maths element of their course

Several recent studies have shown that deficits of visual temporal processing are associated with poor mathematical skills in school-aged children. Here, we replicate and extend this finding in a large sample (n = 958) of university-educated adults. As part of the PERGENIC study, we measured psychophysical sensitivity to coherent motion (CM) and to Gabors of low spatial and high temporal frequency (GS), as well as obtaining self-report measures of ability in mathematics and science (MS) and arts and literature (AL). We found that participants with low MS were significantly less sensitive than those with high MS for both CM (Cohen’s d = 0.58) and GS (d = 0.38). Furthermore, MS was positively correlated with CM (Spearman’s ρ = .20) and GS (ρ = .14) across the full sample. In contrast, participants with low AL were significantly more sensitive than those with high AL for GS (d = 0.34), though the two groups did not differ on CM; and AL was negatively correlated with both CM (ρ = −.10) and GS (ρ = −.11) across the full sample. We discuss our findings in the context of magnocellular and dorsal stream theories of cognitive developmental disorders.

Working Memory provides a mental work place to support everyday cognitive activities that require both processing and storage. It has been found to be associated with a range of cognitive functions. Recently, a strong link between working memory and learning has been reported. This finding can be implicated in learning disabilities. It is likely that limited working memory functioning of children with learning disabilities hampers their learning skills; possibly because of the crucial role played by working memory in learning process. The current paper reviews working memory functioning in subtypes of learning disabilities (Dyslexia, Dysgraphia and Dyscalculia) and provides a detailed account of pattern of deficit seen in working memory in the three subtypes of LD. Review of literature suggests that working memory functions differently in children with LD than normal achieving children. Children with LD often fail to learn because high working memory demand of the learning task often exceeds their working memory capacity. Some researchers suggest that working memory deficits are not entirely a capacity deficit, rather a strategy deficit. Evidences suggest that learning performance of these children can be improved by teaching appropriate strategy to reduce working memory load of the task, and through remedial training. Failure to identify working memory problems at early stage and rectify resultant learning problems may leave the child struggling with this invisible handicap and can even lead to dropout from school.

Autismo e DSA sono entrambe Neurodivergenze e non è insolito che le persone nello spettro autistico abbiano anche una diagnosi di dislessia. La ricerca effettuata presso CuoreMenteLab di Roma riguarda un gruppo di 125 bambini e ragazzi con diagnosi di autismo di I livello (ex sindrome di Asperger), di cui 46 avevano avuto anche la diagnosi di DSA.
I dati sperimentali ci hanno portato a credere che:
• La sindrome di Asperger costituisce un fattore di rischio per il DSA.
• La diagnosi di DSA precede quella di sindrome di Asperger e potrebbe facilitare il riconoscimento di quest'ultima ai fini diagnostici.

Abstract
It is widely accepted that exposure to abuse, neglect, sexual abuse, being witness to intrapersonal violence, or being the victim of violence during childhood, broadly termed as Adverse Childhood Events, or ACE’s, results in lower test scores and overall academic success throughout life. For this report, I have narrowed my learning problems to one near and dear to this researcher, that of problems acquiring math skills, or Developmental Dyscalculia (DD) and its ties to ACE’s.  Researchers in the field of neuroscience have begun mapping areas of the brain associated with various learning disabilities including developmental dyscalculia (DD).  Preliminary data suggests that these areas of the brain are the same areas that are known to be negatively impacted from ACE’s; the corpus callosum (CC) and the intraparietal sulcus (IPS).  These areas of the brain are involved with working memory, number approximation, number line value and general arithmetic skill acquisition, as well as the intent of others.  It is hypothesized that children who are subjected to chronic stress will exhibit increased activity in these areas of the brain which interfere with the ability to properly retain certain mathematical skills at pivotal stages of cognitive development.  How teachers and other school faculty can facilitate a successful learning environment despite this has just recently become a hot point in academic research and will be discussed at the conclusion of this report.

This work is about the specific disorder of managing mathematical concepts which is known as dyscalculia. Specifically, a correlation between the terms of dyslexia and dyscalculia is given. Furthermore there is a reference about the link between learning difficulties in language and those relating to mathematical logic. The definition of dyscalculia is also given. An important issue of learning difficulties in mathematics is assessment and diagnosis. While evaluating dyscalculia some symptoms of people that display this specificity are mentioned. Finally factors that are likely responsible for this special disorder are analyzed.

Number sense is critical to the development of higher order mathematic abilities. However, some children have difficulty acquiring these fundamental skills and the knowledge base of effective interventions/remediation is relatively limited. Based on emerging neuro-scientific research which has identified the association between finger movement/representation and numerical cognition, this one-year study examined the effectiveness of a finger calculation program for at-risk and non-at-risk school children. Specifically, the study sought to determine the impact of learning Chisanbop (Korean finger calculation method) on the number sense, computational, quantitative concepts, and problem solving skills, as well as attitudes towards mathematics, of children at the grade 2 and grade 5 levels. The findings indicate a significant impact on attitudes for math for at-risk grade 2 students.