Learning Disabilities

Dyscalculia

Dyscalculia means difficulty performing math calculations. In other words, it just means "math difficulty". And specifically, it means a learning disability which affects math. Dyscalculia can be quantitative, which is a deficit in counting and calculating; qualitative, which is a difficulty in the conceptualizing of math processes; and intermediate, which is the inability to work with numbers or symbols.

This difficulty in mastering concepts or computations is usually associated with neurological dysfunction or brain damage and is classified as developmental (occurring before birth from genetic or congenital problems) or acquired (occurring after birth usually from a traumatic brain injury). To be classified with dyscalculia, a child must have intellectual functioning that falls within or above the normal range and a significant discrepancy between his/her age and math skills (usually 2 years or more). Often children with dyscalculia show a spread of 20 points or more between their verbal and performance scores on WISC intelligence testing. For a child to be diagnosed with dyscalculia, it is important to make sure his math deficits are not related to issues like inadequate instruction, cultural differences, mental retardation, physical illness or problems with vision or hearing.

Symptoms of Dyscalculia

Some of the symptoms of dyscalculia are:

Normal or advanced language and other skills, often good visual memory for the printed word.
Poor mental math ability, often with difficulty in common use of money, such as balancing a checkbook, making change, and tipping. Often there is a fear of money and its transactions.
Difficulty with math processes (e.g., addition, subtraction, multiplication) and concepts (e.g., sequencing of numbers). There is sometimes poor retention and retrieval of concepts, or an inability to maintain a consistency in grasping math rules.
Poor sense of direction, easily disoriented, as well as trouble reading maps, telling time, and grappling with mechanical processes.
Difficulty with abstract concepts of time and direction, schedules, keeping track of time, and the sequence of past and future events.
Common mistakes in working with numbers include number substitutions, reversals, and omissions.
May have difficulty learning musical concepts, following directions in sports that demand sequencing or rules, and keeping track of scores and players during games such as cards and board games.

Causes

Visual Processing Weakness - This appears to be the most common cause of math difficulty. To really be successful in math you need to be able to visualize numbers and math situations.
Sequencing Problems - Students who have difficulty sequencing or organizing detailed information often have difficulty remembering specific facts and formulas for completing math calculations.
Math "phobia" - Some students just develop a "fear" or "phobia" of math either because of negative experiences in their past, inconsistent educational experiences, or lack of self-confidence. Sometimes math phobia can cause as much difficulty as a learning disability.