Why is my child having a problem doing math?
D y s c a l c u l i a
School Term :(SLD - Specific Learning Disability)
Dyscalculia is a learning disability affecting an individual's ability to understand numbers, perform calculations, and grasp math concepts.
Challenges: 1 0r more
- sequenced instructions
- addition, subtraction, multiplication, and division
- confuse numbers
- mental math
- number sense
- memorizing math facts
- concepts like place value
Dyscalculia is of a number of different types, each involving a specific type of problem in solving mathematical tasks. It corresponds, in mathematics performance, to dyslexia in the area of reading. The majority of students and adults with dyscalculia have it in a pure form in which both the ability to read and the ability to understand what is read are affected, although about 20–30% with dyscalculia have a mixed form of it characterized by having difficulties both with reading and with math. Their often require a long time to carry out even simple arithmetic tasks. They may count on their fingers until far into the upper grades. Difficulties of this sort are termed automatization difficulties.
Students may have difficulty in remembering and carrying out sequenced instructions; they can confuse telephone numbers. They might have problems with word sums or following procedures and problem-solving. They might have difficulty recognizing patterns, or they might write numbers the wrong way around. They sometimes muddle digits and operators and have poor estimation skills. Individuals with dyscalculia may also struggle with related skills such as telling time, handling money, and spatial reasoning. They may lack confidence and have low self-esteem during math lessons and may work slower than others.
Dyscalculia is of a number of different types, each involving a specific type of problem in solving mathematical tasks. It corresponds, in mathematics performance, to dyslexia in the area of reading. The majority of students and adults with dyscalculia have it in a pure form in which both the ability to read and the ability to understand what is read are affected, although about 20–30% with dyscalculia have a mixed form of it characterized by having difficulties both with reading and with math. They often require a long time to carry out even simple arithmetic tasks. They count on their fingers until far into the upper grades. Difficulties of this sort are termed atomatization difficulties.
Students and adults with dyscalculia tend nevertheless to be of normal intelligence, but often present an uneven picture in their results on intelligence tests. Their problems reflect, not emotional problems but specific types of processes. difficulties in connection with certain specific types of processes.
Not only automatization difficulties but also linguistic difficulties may be involved in dyscalculia. The latter can manifest themselves in difficulties in understanding numbers as concepts. Although possibly being of high intelligence, such a child may have only a limited understanding of either numbers as such or numerical symbols.
Another form of dyscalculia involves planning difficulties that lead to the student's failure to carry out computations effectively. Here the child has difficulties in following a clear strategy in solving arithmetic problems, losing track of where he/she is at, sticking to strategies that are dysfunctional and fail to work out, or giving up on strategies that are correct and becoming passive. Dyscalculia may also be based on problems in visual perception that lead to difficulties at tasks involving logical thinking as well as in carrying out computations. This is often encountered in students who have difficulties in learning to read an ordinary clock and understand how the position of the hands is to be interpreted.
Money management: Difficulty counting change, budgeting, or understanding financial information. Procedural difficulties: Struggling to follow steps in follow steps in solving problems which can result in calculation errors or mixing up math signs (+, -, x). Visuospatial and working memory issues: Challenges with tasks like reading graphs, charts, or even copying numbers correctly
Difficulties with mathematics generally are associated with the child’s having general problems in learning, also in areas other than mathematics, with learning tending to take longer than is normally the case. A student of this sort is usually best helped by being allowed to work at a slow tempo and also by being given simplified learning material. On intelligence or aptitude tests, such children tend to score on the low side but to have results that are all at about the same level. There is thus a kind of consistency in their level of performance, also on a day-to-day basis, and a general consensus that these children simply need a bit longer to learn.
https://my.clevelandclinic.org/health/diseases/23949-dyscalculia
https://ldaamerica.org/what-is-dyscalculia/