Working with Students with Dyscalculia
Characteristics of the Condition
This is a general term is used to describe specific and unexpected difficulties with mathematics. These problems may be developmental in origin or may result from a brain injury or neurological disease.
- Specific difficulties with quantitative concepts, estimation and comparison of magnitudes, for example:
- length of a city bus
- distance from NYC to Washington, D.C.
- proportion of the earth covered by water
- Specific difficulties with the acquisition of “number facts”
- Memorization/retrieval of multiplication /division values
- Concept of fractions
- Specific difficulties with basic computational operations and procedures
- confusions of application: e.g., addition rather than multiplication
- Errors in organization of steps leading to (e.g.) errors in carry operations
- Errors in sequencing of operations
- Errors of omission or repetition of procedural steps.
- Specific difficulties in problem analysis or execution due to limitations on working memory or accurate interpretation of language.
Impact on Performance
- Unexpected limitations in estimating absolute or relative quantities, amounts, distances, sizes, etc.
- Difficulty grasping and retaining basic quantitative ideas, e.g., mean or median,
- Inaccuracies in arithmetic computation due to inaccurate recall of products or dividends.
- Multiplication and division errors
Interaction with Student
- Determine whether output problems are limited to one modality (e.g., only handwriting or typing)