This document discusses dyscalculia, a learning disability related to difficulties with mathematics. It defines dyscalculia as a condition affecting the ability to acquire arithmetic skills. The document notes that approximately 3-6% of the population has dyscalculia. Common symptoms include difficulties with calculations, telling time, understanding numbers and mathematical concepts. The causes may include genes, brain development, environment or brain injury. Teachers can help students with dyscalculia by using concrete examples, repeated practice, encouragement, multisensory teaching methods, and memory tricks.

1. WELCOME

2. LEARNING DISABILITY
It refers to a mixed group of disorders
manifested by significant difficulties in
the acquisition and use of listening,
speaking, writing, reasoning or
mathematical abilities.

3. TYPES OF LEARNING DISABILITIES
 Dyslexia
 Dysgraphia
 Dyscalculia

4. DYSCALCULIA

5. WHAT IS DYSCALCULIA?

6. ETYMOLOGY
 Dyscalculia Comes from Greek and Latin
 “Dys” means “badly”.
 “Calculia”- from the Latin word
“Calculare” , means “to count”.
 So that Dyscalculia means:
“ Counting badly ”.

7. DEFINITION
The department for education
defined it as:
“ A condition that affects the ability
to acquire arithmetic skills ” .

8. MORE ABOUT DYSCALCULIA
 Difficulty in learning or comprehending arithmetic.
 Difficulty with calculations.
 Difficulty in understanding numbers.
 It is generally seen as a specific developmental
disorder.
1 in 20 school aged children will have dyscalculia.
Estimate of prevalence of range between 3 and 6% of
population.

9. TYPES OF DYSCALCULIA
Developmental Acquired

10. SYMPTOMS
Difficulty in:
 classifying mathematical signs.
 Reading a clock and telling time.
 Calculating basic accounts like bills.
 Learning multiplication tables.
 Using calculators.
 Learning and remembering mathematical rules and formulas.
 Playing games that involve numbers.
 Reading analog clocks / Telling the time.
 Conceptualizing time and judging the passing of time.
 Judging distance.
 Handling money.

11. Warning signs in Pre-school or
kindergarten

12. Trouble in learning to count

13. Trouble in recognizing number
symbols

14. Troubles to connect a number to
real life situation.

15. Avoid playing popular games that involve
numbers

16. Hard to recognize patterns.

17. WARNING SIGNS IN MIDDLE SCHOOL

18. Trouble recognizing numbers

19. Difficulty for recalling basic math
facts

20. Struggles to identify +,- and
other signs

21. Struggles to understand the words
related to math.

22. Difficulty for remembering phone
number

23. Trouble to telling time.

24. WARNING SIGNS IN HIGH SCHOOL

25. Struggles to apply math concepts
in daily life

26. Hard time for grasping information
shown on graphs

27. Trouble for finding different approaches to
the same math problem.

28. IDENTIFICATION
Non-testing
devices Testing
devices

29. Screening methods

30. causes
Genes and
Heredity
Brain
development
Environment
Brain injury

31. What can be done at home for
dyscalculia?
Learn as much as you can.
Play math games.
Create a home work station.
Cozy up with the calculator.
Boost confidence.
Help your child keep track of time.
Be up beat.

32. EDUCATION OF DYSCALCULIC
CHILDREN

33. Role of a teacher
 Every day examples.
 Repeated reinforcement.
 Encourage in their work.
 Encourage to ask questions.
 Teach multisensory study skills.
 Use concrete-pictorial-abstract approach.
 Opportunity to drill on skills.
 Use memory tricks.
 Use concrete pictorial-abstract approach.