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# Dyscalculia

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Learning Disability

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### Dyscalculia

1. 1. DyscalculiaPresented by: Baniqued, Eryzhell Banados, Isabel Cruz, Martin Deriada, Desi Hernandez, Chamae Valencia, Trisia Yang, Alyssa Marie
2. 2. What is Dyscalculia? • Formerly known as Mathematics Disorder (DSM-IV TR) • Under Specific Learning Disorders (DSM-5) • Problems with numbers • Inability to acquire arithmetic skills • Severe difficulty in learning math concepts and computations
3. 3. Types of Dyscalculia (Kosc) • Verbal- difficulty using math orally • Practognostic- difficulty manipulating concrete materials • Lexical- difficulty reading mathematics symbols • Graphical- difficulty writing mathematics symbols • Ideognostic- difficulty understanding mathematical relationships • Operational- difficulty in performing specified math operations
4. 4. Types of Dyscalculia (Guillemot) • Developmental Dyscalculia- impairment in brain functioning. • Acalculia- lost sense of meaning of numbers ; being able to understand numbers but not the operations • Pseudo-dyscalculia- finding math difficult based on emotional blockage or confidence problem
5. 5. Characteristics • Counting – Can learn the sequence of counting words – Difficulty navigating back and forth, especially in 2s and 3s • Calculations – Learning and recalling number facts are difficult. – Lack confidence when they produce the correct answer • Numbers with zeros – Difficulty to have grasp with ten, hundred, and thousand have the relationship to each other as well as numbers 10, 100, and 1000
6. 6. Characteristics • Measures – Often have difficulty with operations ( e.g time, money, temperature, speed) • Direction/Orientation – Difficulty understanding spatial orientation • They are vulnerable when the teacher follows an interactive whole-class method of teaching • Frustration and embarrassment when asked simple math questions in public
7. 7. Characteristics • use immature strategies (counting on fingers) • no intuitive number sense • lack of intuitive grasp of number • working memory difficulties in relation to numerical information (Butterworth & Yeo, 2004) • competent in other areas of curriculum (Bird, 2013)
8. 8. Causes • Genes and heredity: a child with dyscalculia often has a parent or sibling with similar math issues. • Brain development: difference in the surface area, thickness and volume parts of the brain that are linked to learning and memory. • Environment: exposure to alcohol in the womb, prematurity and low birth weight. • Brain injury: injury to certain parts of the brain results to acquired dyscalculia.
9. 9. Skills Affected by Dyscalculia • Social skills: failing repeatedly can result to low self esteem that can affects your child’s willingness to make new friends. • Sense of direction: distinguishing left from right, children with dyscalculia have trouble picturing things in their minds. • Physical condition: difficulty in judging distances between objects • Money management: difficulty in budgeting, counting change and estimates costs. • Time management: difficulty in estimating time, keeping track of time.
10. 10. Conditions Related to Dyscalculia • ADHD • Math anxiety • Genetic disorders
11. 11. Treatment • A child diagnosed with dyscalculia should receive special education and there are way that parents can help their child at home: • Using visual aids when solving a problem • Using concrete examples that connect math to real life • Using graphing papers • Playing math related games • Draw pictures of word problems • Use diagrams and draw math concepts
12. 12. References • www.aboutdyscalculia.org/causes.html • Butterworth, B. (2003). Dyscalculia Screener (1st ed.). London: nferNelson. Retrieved from http://sebastien.brunekreef.com/dyscalculie/Dyscalculia_Screener_ Manual.pdf • Cornwall Dyslexia Association (2011). Dyscalculia, Dyslexia, and Maths. Retrieved from cornwalldyslexia.org.uk • Guillemot, T. (n.a). Dyscalculia- An Overview of Research on Learning Disability • Gupta, N. (2011) Dyscalculic Co-morbidity in Secondary School Going Children-A Comprehensive Study of Predicting Parameters and Remedies • Kelly, K., Phillips, S., & Symes, L.. (2013). Assessment of Learners with Dyslexic-Type Difficulties. London: SAGE.