This document discusses dyscalculia, also known as a learning disability related to mathematics. It defines dyscalculia as difficulty learning or comprehending arithmetic concepts like numbers and calculations. The document then lists common characteristics of those with dyscalculia, such as trouble counting, recognizing numbers and math symbols, learning basic facts, and applying math to tasks like money. Finally, it provides accommodations and strategies to support those with dyscalculia, including using objects, visual aids, calculators, extra time on tests, and checking for understanding.

1. Difficulty in
Counting
and Calculating
MICHELLE V. TAN

2. What is
DYSCALCULIA?

3. Dyscalculia /ˌdɪskælˈkjuːli.ə/ is difficulty in
learning or comprehending arithmetic,
such as difficulty in understanding
numbers, learning how to manipulate
numbers, and learning facts in
mathematics. It is generally seen as a
specific developmental disorder.

4. Other terms for dyscalculia:
• Specific Learning Disability/Disorder in Mathematics
(SLD-Math)
• Nonverbal Learning Disorder/Disability (NLD)
• Math Learning Disability (MLD)
• Acalculia
• Math Dyslexia
• Math Anxiety
• Numerical Impairment
• Number Agnosia

5. What are the Characteristics
of Learners with Difficulty in
Counting and Calculating?

6.  Has trouble learning to count and skips over numbers long after
kids the same age can remember numbers in right order
 Struggles to recognize patterns, such as smallest to largest or
tallest to shortest
 Has trouble recognizing number symbols
 Doesn’t seem to understand the meaning of counting (when
asked for five blocks, she just hands you an armful, rather than
counting them out)
 Has difficulty learning and recalling basic math facts,
such as 2 + 4 = 6

7.  Struggles to identify +, - and to use them correctly
 May still use fingers to count instead of using more advanced
strategies, like mental math
 Struggles to understand words related to math, such as greater
than and less than
 Has trouble with visual-spatial representations of numbers, such
as number lines
 Has difficulty understanding place value
 Has trouble writing numerals clearly or putting them in the
correct column.

8.  Has trouble with fractions and with measuring things, like
ingredients in a simple recipe
 Struggles to keep score in sports games
 Struggles to apply math concepts to money including estimating
the total cost, making exact change and figuring out a tip
 Has a hard time grasping information shown on graphs or charts
 Has difficulty measuring things like ingredients in a simple recipe
or liquids in a bottle
 Has trouble finding different approaches to the same math
problem

10. Accommodations to Support
Learners with Difficulties
in Counting & Calculating.

11. For In-Class Learning
Review what the learner already
learned before teaching new skills
Let the learner talk about how to
solve problems
Use graph paper to help line up
numbers and problems

12. Let the learner write our charts or
draw sketches to solve problems
Give the learner a list of the math
formulas taught in the class
Use manipulatives such as coins,
blocks and puzzles

13. Classwork and Taking Tests
Allow extra time on tests
Use a chart of math facts or
multiplication tables
Let the learner use a calculator
when he’s not being tested on
computation

14. Give more space to write problems and
solutions
Break down worksheets into sections
Use objects such as blocks or base ten sticks
to teach math ideas
Check often to see if the learner
understands the work

15. For Homework
Create separate worksheets for word
problems and number problems
Highlight or circle key words and
numbers on word problems

16. Strategies & Suggested Activities
to Help Learners with Learning
Difficulty in Counting &
Calculating

17. Make use of concrete materials and visual representation
(objects, pictures, sketches, diagrams) to support verbal
explanations.
Select or make alternative curriculum resource materials,
including the use of different textbooks.
Utilize appropriate computer program drill and practice,
and for problem solving.

18. Encourage learners to work on the blackboard or to create
new problems for the class to attempt.
Encourage the use of a calculator if a learner’s problem is
mainly lack of speed and automaticity in calculations
Ensure that the vocabulary associated with each new
topic and within particular word problems is thoroughly
taught and understood.

19. Monitor the work being done by each learner during the lesson.
Provide direct assistance to individual learners.
Be observant for learners who are working too slowly. For in-class support,
regular and appropriate use of group work is encouraged, enabling learners’
different abilities and aptitudes, to collaborate and discuss the lesson easily.
Whenever possible, the adaptations made in the teaching of mathematics
should aim to help the student understand and succeed with the regular
program, rather than replace it with a different program.

20. SOMETIMES THE THING
THAT YOUR STUDENTS NEED MOST,
right now,
has nothing to do
with what is on your LESSON PLAN.

21. Thank You
for
Listening !