Math is not easy!

Dyscalculia

Dyscalculia is a neurodevelopmental learning disorder that results from neurological impairment leading to specific dysfunction in number processing and absent calculation in the absence of other cognitive impairment. However, there is currently no consensus on the definition of this disorder. Despite everything, there is agreement to validate the presence of a specific disorder of a neurological nature affecting digital processing. As with dyslexia and ADD/HD, there is a high likelihood of a hereditary determination. Dyscalculia is more than a delay in learning mathematics or a weakness. This is a disorder that will cause significant difficulties which will not have been improved by specific and regular monitoring. Since the definitions are still heterogeneous and the profiles of skill impairment vary, it is difficult to define the incidence of Dyscalculia. In fact, depending on the ages of the children and the studies, the figures vary between almost 4% and 10% of the population between 7 and 13 years old. Studies are conflicting about the prevalence in boys and girls. Difficulties could affect number processing, mental arithmetic, numerical operations, procedures, or the semantic representation of the number (1) (2) (3).

Common symptoms

• Difficulty counting when pointing at objects
• Difficulty classifying or ordering elements, estimating quantities
• Difficulties in the use of mathematical language (ex: more than ..., less than ... equivalent to)
• Difficulty writing down a number heard orally and vice versa
• Difficulty reading the time
• Difficulty remembering multiplication tables
• Difficulty counting
• Still counting on his fingers
• Significant school delay in mathematics

Assessment and intervention

As with any other neurocognitive difficulty, it is important to determine the cause of the disorder in order to rule out a difficulty secondary to another deficit. It is therefore through an exhaustive neuropsychological assessment considering the different aspects that a fair and relevant diagnosis can be made. It is then possible to determine whether it is a specific learning disability or a difficulty related, for example, to ADD/HD or a developmental language disorder. Following this, a precise and adequate intervention may be recommended.

Interventions for Dyscalculia may include follow-up in remedial education and the use of technological aids such as computers and calculators. In order to alleviate the difficulties of the disorder, accomodations can also be made both at school and will aim to consolidate as much as possible the basic concepts but also the development of compensatory strategies such as verbalization and visualization.

References 

1. Mazeau, M. and Pouhet, A. Neuropsychology and learning disorders in children: From typical development to “dys-”. s.l.: Elsevier Masson, 2014.

2. Kaufmann, L., Wood, G., Rubinsten, O., Henik, A. Meta-analyzes of developmental fMRI studies investigating typical and atypical trajectories of number procession and calculation. J.D.N. 2011, Vol. 36, 6, pp. 763-787.

3. Kucian, K., Grond, U., Rotzer, S., Henzi, B. et al. Mental number line training in children with developmental dyscalculia. Neuroimaging. 2011, Vol. 57, 3, pp. 782-795.