Dyscalculia is a specific learning disorder involving difficulty with numbers and math concepts. It was formerly known as Mathematics Disorder. There are several types of dyscalculia depending on the skills affected, such as verbal, practical, or operational skills. Characteristics include difficulties with counting, calculations, numbers with zeros, measures, direction/orientation, and working memory related to numbers. Causes may be genetic, related to brain development or injury, or environmental factors like prematurity. Treatment involves visual aids, connecting math to real life, graph paper, games, and diagrams to help those with dyscalculia learn.

1. DyscalculiaPresented by:
Baniqued, Eryzhell
Banados, Isabel
Cruz, Martin
Deriada, Desi
Hernandez, Chamae
Valencia, Trisia
Yang, Alyssa Marie

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. 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. 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. 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. 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. 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)

9. 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.

10. 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.

11. Conditions Related to Dyscalculia
• ADHD
• Math anxiety
• Genetic disorders

12. 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

13. 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.