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Academic literature on the topic 'Dyscalculia'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Dyscalculia"

Aquil, Mohammad Amimul Ihsan, and Mazeyanti Mohd Ariffin. "The Causes, Prevalence and Interventions for Dyscalculia in Malaysia." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 279. http://dx.doi.org/10.36941/jesr-2020-0126.

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Children with Dyscalculia show deficits in the basic understanding of quantities and numbers, which cause difficulties in math skills acquisition despite adequate schooling. This study summarizes the current knowledge regarding causes, diagnosis and treatment of Dyscalculia in Malyasia from a clinician’s perspective. The findings reveal that Dyscalculia is a brain based specific learning disability, which often co-exist with other neurological disorders such as Dyslexia and attention-deficit hyperactive disorder (ADHD). Symptoms of Dyscalculia include difficulty in reading, writing, counting, arithmetic calculation, direction co-ordination, finger counting agnosia and time management. A computer-based Diagnosis of Dyscalculia should measure all the possible difficulties that are faced by Dyscalculic patient along with other disorders that might co-exist with Dyscalculia and IQ. Care can be provided to Dyscalculia children using one-on-one intervention and the implementation of a standard policy based on health professionals, teachers, parents for diagnosis and treatment. The study also shows the need for more research into the current situation, diagnosis and intervention of dyscalculic cases in Malaysia to help meet the needs of these dyscalculic children.

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May, Yoong Soo, Fu Sai Hoe, Wong Wei Lun, and Lijuan Shen. "Malaysian Primary Teachers’ Perceptions on Dyscalculia." South Asian Journal of Social Sciences and Humanities 2, no. 6 (2021): 125–36. http://dx.doi.org/10.48165/sajssh.2021.2610.

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This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

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Kunwar, Rajendra. "Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 127–44. http://dx.doi.org/10.3126/dristikon.v11i1.39154.

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Dyscalculia is a term that affects the ability to acquire arithmetical skills. It is one of the important areas of a specific learning disorder in mathematics covering the areas particularly, number sense, memorization of arithmetic facts, accurate and fluent calculation, and accurate math reasoning. It is estimated that about 3-6 percent of the population is facing problems associated with dyscalculia. This paper explores the theoretical consideration of dyscalculia in learning mathematics and outlines the ways of employing effective pedagogy to address dyscalculic students. The study is based on theoretical and descriptive methods. It focuses on the theoretical concern about learning mathematics, dyscalculia, its meaning and concept, types, causes, common difficult areas and impacts on mathematics learning. It also draws out the way of effectively delivering content and provides support for the dyscalculic learner. This article concludes that dyscalculic learners are facing various difficulties due to their weak number sense, low basic mathematics fluency, reasoning and accurate arithmetic calculation. Thus it is essential to provide specialized instruction as well as extra support to uplifts and retain the skills and performance of the dyscalculic learner in mathematics. Otherwise, the arithmetic inability can lead the learner to more difficult circumstances that may be beyond the classroom learning context.

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Kunwar, Rajendra. "Fostering Student Success: A Prevailing Provision for Dyscalculia and Dyslexia in the School Curriculum and Strategies for Support." Nepal Journal of Neuroscience 21, no. 1 (June 10, 2024): 29–35. http://dx.doi.org/10.3126/njn.v21i1.63381.

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This article examines the impact of dyscalculia and dyslexia on students' mathematics learning and proposes strategies for supporting learners with these learning disabilities. It provides a concise overview of dyscalculia and dyslexia, emphasizing their distinct characteristics and prevalence rates within the Nepalese context. The study explores the challenges faced by students with dyscalculia and dyslexia in mathematics education and discusses the importance of inclusive education. It also provides an overview of the school-level curriculum in Nepal, highlighting the effects of dyscalculia and dyslexia on mathematics learning and the specific challenges experienced by students with these disabilities. The article uncovers areas within the school-level curriculum in Nepal that require attention and offers practical ways to support learners with dyscalculia and dyslexia. Overall, this article provides valuable insights into the challenges faced by students with dyscalculia and dyslexia in learning mathematics and offers practical recommendations for developing an inclusive curriculum that caters to the specific needs of the dyscalculic and dyslexic learners.

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Wang’ang’a, Annerose Wanjiku. "Dyscalculia in Kenyan Schools: Implications for Transition to Higher Education and Employment: Literature Review." East African Journal of Education Studies 6, no. 2 (June 16, 2023): 121–38. http://dx.doi.org/10.37284/eajes.6.2.1254.

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This article delves into the impact of dyscalculia on the transition to higher education and employment opportunities, examining both the global context and the specific case of Kenya. It highlights the crucial role of mathematics in everyday life and underscores the significant prevalence of dyscalculia, affecting a considerable portion of the population worldwide, with estimates ranging from 3% to 6%. In the Kenyan context, studies have indicated a prevalence rate of 6.4% among primary and secondary school students. The article sheds light on the challenges many students encounter in pursuing their desired career paths due to the prerequisite of mathematics as a determining factor for qualification in certain fields. Recognising the importance of early detection, the article emphasises the criticality of diagnosing dyscalculia at an early stage, starting as early as preschool, in order to implement timely interventions that can mitigate its impact. Furthermore, the article stresses the necessity of providing adequate training to teachers, enabling them to effectively support learners with specific learning difficulties such as dyscalculia. It highlights the importance of differentiated teaching methods that cater to the unique needs of dyscalculic learners. By employing multisensory approaches and leveraging assistive technology, educators can employ strategies that assist learners in overcoming the challenges associated with dyscalculia. In conclusion, this article underscores the significance of dyscalculia on the journey toward higher education and employment, both globally and specifically in Kenya. By raising awareness about the prevalence of dyscalculia and advocating for early diagnosis and intervention, as well as providing teachers with the necessary training and resources, we can enhance the opportunities for learners with dyscalculia to succeed in their academic pursuits and future careers.

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Zygouris, Nikolaos Christos, Filippos Vlachos, Antonios N. Dadaliaris, Panagiotis Oikonomou, Georgios I. Stamoulis, Denis Vavougios, Evaggelia Nerantzaki, and Aikaterini Striftou. "A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application." International Journal of Engineering Pedagogy (iJEP) 7, no. 4 (November 24, 2017): 51. http://dx.doi.org/10.3991/ijep.v7i4.7434.

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Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected given age, education and intelligence. However, cognitive developmental neuropsychological studies nowadays suggest that not only core numerical but also cognitive skills of children with developmental dyscalculia present deficits. The main aim of the research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children’s arithmetic and cognitive skills. The hypothesis of the study was that children that are already diagnosed by paper and pencil tests as dyscalculic will present lower scores and larger time latencies not only in arithmetical but also in executive function tasks. A total of 134 right handed children (74 male and 60 female, age range 8 – 12 years) participated in this study. The students with disorders in mathematics (N= 67, 37 male and 30 female age range 8 – 12 years M= 10.15 SD=1.10) had a statement of dyscalculia after assessment at a Centre of Diagnosis, Assessment and Support, as it is required by Greek Law. A comparison group without any learning disabilities was individually matched with the dyscalculic group according to age, sex and grade (N=67, 37 male and 30 female, age range 8 – 12 years old, M=10.24 SD=1.12). Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group.`

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Kondratieva, Svetlana Yu. "Issues of Prevention of Graphic Dyscalculia in Preschool Children with Mental Delay." Journal of Pedagogical Innovations, no. 1 (April 3, 2023): 70–77. http://dx.doi.org/10.15293/1812-9463.2301.08.

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The subject of this research work was specific, systematic errors in the formation of counting activity and written mathematical speech, as well as their influence on the predisposition to graphic dyscalculia in preschool students with mental retardation. The article describes the results of the analysis of an experimental study that involved preschool children with mental retardation and normotypical peers performing tasks from the diagnostic methodology aimed at identifying in the category of respondents in question, the specific features of their perception and orientation in space, the ability to read and depict mathematical symbols. The article also proposes the authorʼs definition of the concept of “dyscalculiaˮ, emphasizes the importance of finding and implementing effective ways of psychological and pedagogical work aimed at preventing graphic dyscalculia, as one of the types of violations of mathematical activity.

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McCrone, John. "Dyscalculia." Lancet Neurology 1, no. 4 (August 2002): 266. http://dx.doi.org/10.1016/s1474-4422(02)00113-8.

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Cohen Kadosh, Roi, and Vincent Walsh. "Dyscalculia." Current Biology 17, no. 22 (November 2007): R946—R947. http://dx.doi.org/10.1016/j.cub.2007.08.038.

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Temple, Christine M. "Procedural Dyscalculia and Number Fact Dyscalculia: Double Dissociation in Developmental Dyscalculia." Cognitive Neuropsychology 8, no. 2 (March 1991): 155–76. http://dx.doi.org/10.1080/02643299108253370.

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Dissertations / Theses on the topic "Dyscalculia"

Censabella, Sandrine. "On the role of inhibition processes in mathematical disabilities/Le rôle des processus d'inhibition dans les troubles d'apprentissage de l'arithmétique." Université catholique de Louvain, 2007. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-03272007-232645/.

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The present thesis investigates the hypothesis according to which the arithmetic retrieval deficits observed in children with math disabilities (MD) would be due to an inhibition deficit. In the first chapter, two experiments showed that children with MD (with or without reading disabilities), compared to normally-achieving children, do not present impairments in three inhibition functions (filtering, suppression, and blocking). The second chapter focused on interference in arithmetic tasks. Experiment 3 revealed that, in a multiplication verification task, children with MD were not more sensitive to interference than control children (of the same age or of the same math skills). In contrast, Experiment 4 showed that children with poor math skills were more sensitive to multiplication-related interference (i.e., the negative effect of multiplications on additions) than children with good math skills. Nevertheless, the third chapter established that the arithmetic retrieval deficits of children with MD (as well as the results of Experiment 4) can be accounted for without the recourse to inhibition. Indeed, Experiment 5 demonstrated that children with MD have poor memory representations of difficult single-digit multiplications (i.e., weak and incorrect problem-answer associations), which is sufficient to account for their retrieval deficits. Finally, in the last chapter, we considered the possibility that sensitivity to interference is involved in MD but during the development of arithmetic facts representations (not during their retrieval) and could lead to the poor representations observed in children with MD. In experiment 6, we found that counting to solve an addition might interfere with the memorization of the addition's addends (hence, with the development of problem-answer associations) but there was no evidence that children with MD are more sensitive to this interference than control children. Altogether, these data provide converging evidence against the inhibition-deficit hypothesis and suggest that poor arithmetic representations represent a better candidate as a causal factor of MD. / Le but de cette thèse est d'investiguer l'hypothèse d'un rôle causal des processus d'inhibition dans les Troubles d'Apprentissage de l'Arithmétique (TAA). Selon cette hypothèse, les difficultés de récupération des faits arithmétiques (p.ex., les tables de multiplications) observés dans les TAA seraient dues à des déficits d'inhibition. Le premier chapitre présente deux expériences dans lesquelles nous avons testé trois fonctions d'inhibition (filtrage, suppression et blocage) chez des enfants avec TAA global (avec et sans troubles de lecture associés) et avec troubles spécifiques de récupération de faits arithmétiques (Expériences 1 et 2). Les résultats de ces études n'ont pas mis en évidence de trouble d'inhibition chez ces enfants. Le second chapitre s'est focalisé sur les effets d'interférence classiquement observés dans des tâches arithmétiques. Dans l'expérience 3, nous avons mis en évidence un effet de confusion associative (p.ex., 3 x 7 est plus difficile à rejeter que 3 x 7 = 26) significatif chez des enfants avec troubles de récupération de faits arithmétiques. Néanmoins, cet effet était équivalent à celui observé chez des enfants contrôle. En revanche, dans l'expérience 4, nous avons observé que l'effet interférent de la multiplication sur l'addition était plus important chez des enfants avec faibles capacités de récupération de faits arithmétiques que des enfants avec fortes capacités de récupération. Toutefois, dans le troisième chapitre, nous démontrons que ces derniers résultats, et plus globalement, les troubles de récupération de faits arithmétiques, peuvent être interprétés à la lumière de modèles théoriques qui n'incluent pas de processus d'inhibition. En effet, l'expérience 5 révèle que chez des enfants avec de tels troubles de récupération (en comparaison d'enfants contrôle), les multiplications difficiles (p.ex., 6 x 7) étaient plus faiblement associées à leurs réponses correctes et associées à de réponses incorrectes, ce qui, selon certains modèles théoriques, était suffisant pour rendre compte de déficits de récupération. Ces résultats vont à l'encontre de l'hypothèse de déficits d'inhibition comme facteur causal des troubles de récupération arithmétique dans les TAA. Cependant, dans le dernier chapitre, nous considérons la possibilité que la sensibilité à l'interférence jouait un rôle important dans le développement des représentations arithmétiques (et non dans leur récupération). Dans l'expérience 6, notre hypothèse était que compter pour résoudre une addition pouvait interférer avec la mémorisation des opérandes de cette addition et donc, avec la formation des associations entre problème et réponse correcte. Si les résultats obtenus allaient dans ce sens, nous n'avons trouvé aucune évidence indiquant que cet effet interférent était plus important chez des enfants avec troubles de récupération de faits arithmétiques que chez des enfants contrôle. En conclusion, il semble que de pauvres représentations des faits arithmétiques, plutôt que des déficits d'inhibition, soient à l'origine des troubles de récupération de ces faits dans les TAA.

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Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.

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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.

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Andersson, Erik, and Soha Abdelmalek. "Dyscalculia/Dyslexia - A Dichotomy?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27452.

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In this article, we analyse similarities and differences in and between two very topical issues in today's learning disabilities, namely dyscalculia and dyslexia. More precisely, we introduce the nature of mathematics as science, which - of course - is the essence of the matter. From this, we will try to prove that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia. This will completely answer the question given by the title of the thesis.

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Whittington, Joyce E. "Identification and investigation of dyscalculia." Thesis, University of Bath, 1985. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356388.

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Dyscalculia is defined as a structural disorder of mathematical abilities, leading to underachievement in Mathematics, and having its origin in a genetic or congenital disorder of those parts of the brain that are the direct anatomico-physiological substrate of mathematical abilities, without an obvious simultaneous disorder of general mental functions. A search of the literature yielded enough evidence for its existence to justify an investigation, especially bearing in mind the educational implications of the existence of dyscalculic children. The investigation was conducted using two complementary procedures: computer-aided analysis of data from a national sample of over 14,000 children, and case studies of individual children in local schools, using a battery of psychological tests. Each procedure started with the identification of a group of children who were underachieving in Mathematics relative to their peers. Mathematical underachievement was associated in the case study group with three significant areas of functioning: certain anomalous laterality preferences, poor short-term memory, and large Verbal- Nonverbal ability differences. The first of these areas was also indicated in the analysis of the national sample, where it occurred in conjection with poor coordination and abnormal pregnancy or birth data. Studies of each of the three 'significant areas' revealed strong links with neurological disorders described in the literature. There were indications that each area was also linked with underachievement in Mathematics. It was found that the psychological tests which identified the three 'significant areas' of functioning were of use in identifying a mathematical underachiever in a 'normal' class. Although this investigation cannot claim to be conclusive, it adds to the construct validity of the concept of dyscalculia and points to aspects of mathematical underachievement which need further investigation.

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Monei, Thato Omphemetse. "A systematic review of interventions for children presenting with dyscalculia in primary schools." University of the Western Cape, 2016. http://hdl.handle.net/11394/5380.

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Magister Artium (Psychology) - MA(Psych)
Background: The acquisition of numerical competency is imperative for individuals in society for quality of life and economic well-being. Many children have significant mathematical learning difficulties, this is known as dyscalculia. The prevalence rate for dyscalculia ranges between 3.5%–6.5% of the school-age population. Primary studies report on interventions for children presenting with dyscalculia, however it is difficult to compare these studies without a systematic approach to an evaluation for methodological rigor. Aim: To systematically review available literature of interventions for children presenting with dyscalculia in primary schools in order to provide an evidence base of filtered information assessed for methodological rigor and coherence. Method: The study evaluated literature from 2004 to 2014 that report on interventions for primary school children presenting with dyscalculia. Studies that were included in the review were only full-text, English articles published within the specified timeframe reporting on the focus of the study. University of Western Cape databases were accessed for literature for inclusion in the study. The studies were assessed at title, abstract and full text levels for quality based on the inclusion and exclusion criteria. Meta-synthesis of included texts was conducted incorporating it with the RE-AIM framework. Permission to conduct the proposed study was obtained from relevant Ethics Committee at the University of the Western Cape. Plagiarism was avoided by acknowledging other people's work and collaboration was taken into consideration as the review entailed working with paired reviewers. Findings: The findings in the studies provide a base of effective interventions that can be used in the school setting in different domains and levels such as individually, holistically or through various instructions for children presenting with dyscalculia
Government of Botswana, Department of Tertiary Education and Finance

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Sahlberg, Anna, and Lina-Lotta Taavola. "Dyskalkyli : Normativa data för svenska barn i årskurs 5 och 6 på Dyscalculia Screener och hur testresultat korrelerar med avkodningsförmåga och skolmatematik." Thesis, Uppsala universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-166526.

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Dyskalkyli (specifika räknesvårigheter) är en av flera orsaker till matematiksvårigheter. Studier har påvisat samband mellan dyskalkyli och dyslexi och att personer med dyskalkyli har svårt att klara skolmatematiken. Två skilda synsätt förklarar orsaken till dyskalkyli: systemteorin och modulärteorin. Dyscalculia Screener är ett screeningverktyg som bygger på modulärteorin och att dyskalkyli beror på svårigheter med grundläggande antalsuppfattning och ska urskilja personer med dyskalkyli från de som är dåliga på matematik av andra orsaker. Testet innehåller delar som testar reaktionstid (Simple Reaction Time), antalsuppfattning (Dot Enumeration och Numerical Stroop) och aritmetik (Addition och Multiplication). Denna studie undersökte hur svenska barn i årskurs 5 och 6 presterade på testet, för att ge referensdata för svenska förhållanden och undersöka hur väl de engelska normerna fungerar. Studien studerade även samband mellan avkodningsförmåga, av riktiga ord och non-ord (med testet LäSt) och prestation på Dyscalculia Screener samt samband mellan prestation i skolmatematik och resultat på respektive test. Studien innefattade 66 barn, 36 i årskurs 5 och 30 i årskurs 6. Svenska barns resultat skiljde sig till viss del från de engelska normvärdena. De presterade lägre än normvärdena på deltesten Simple Reaction Time och Multiplication. På Dot Enumeration och Numerical Stroop presterade barnen högre. På Addition låg barnen inom normvärdena. Samband mellan avkodningsförmåga och räkneförmåga kunde påvisas, framförallt för avkodning av non-ord. En skillnad i resultat fanns på deltesten Numerical Stroop, Addition och Multiplication mellan de som uppnådde målen i matematik och de som var tveksamma att uppnå eller inte uppnådde målen.
Dyscalculia (specific mathematics disorder) is one, among other causes of mathematical difficulties. Studies have indicated a correlation between dyscalculia and dyslexia and people with dyscalculia have problems managing school mathematics. Two different theories explain the cause of for dyscalculia: the system theory and the modular theory. Dyscalculia Screener is a screening tool based on the modular theory and that dyscalculia is caused by difficulties in basal number sense and should discriminate people with dyscalculia from those who are bad at mathematics for other reasons. The test includes parts that test reaction time (Simple Reaction Time), number sense (Dot Enumeration and Numerical Stroop) and arithmetics (Addition and Multiplication). This study investigated how Swedish children, in year 5 and 6, scored on the test, to get reference data for Swedish relations and see whether the normes from England could be used. The study also investigated correlations between decoding, of real words and non-words (with the test LäSt) and score on Dyscalculia Screener and correlations between ability to manage school mathematics and score on each test. The study included 66 children, 36 in year 5 and 30 in year 6. Swedish children scored different in some ways from the English norms. They scored lower than the norms on the testparts Simple Reaction Time and Multiplication. On Dot Enumeration and Numerical Stroop they scored higher. On Addition, they scored within the norms. A correlation between decoding and counting ability was found, especially for decoding of non-word. A difference in score was seen on the testparts Numerical Stroop, Addition och Multiplication between children that achieved the goals in mathematics and those who were unsure to achieve them or did not.

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Nejdebring, Bianca, and Rebecca Frykholm. "Dyskalkyli : Pedagogers kunskaper och stödinsatser." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15219.

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Syftet med vårt arbete var att få en uppfattning om pedagogers kunskaper och erfarenheter kring dyskalkyli samt hur de stödjer elever som har eller misstänks ha diagnosen i sin undervisning. Vi har utgått från två frågeställningar. Den första är: Vilka kunskaper har matematiklärare, specialpedagoger och speciallärare om diagnosen dyskalkyli? och den andra är: Hur arbetar de för att hjälpa elever med konstaterad eller misstänkt dyskalkyli? Vi har i vår studie utgått från det sociokulturella perspektivet på lärande, något som framkommer genom vår analys och diskussion. Vi har utfört en enkätundersökning och en semistrukturerad intervjustudie. Utifrån våra slutsatser kom vi bland annat fram till att det fanns kunskaper om dyskalkyli i de verksamheter som de deltagande tillhörde, men i väldigt olika utsträckning. Det fanns även kunskaper om olika stödinsatser för att hjälpa elever med diagnosen. Vi fick också fram att pedagogerna tyckte att det fanns för lite kunskaper om dyskalkyli i verksamheterna och att det är något som efterfrågas.

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Cronje, Lindi-Anné. "Using information and communication technology to support Grade 6 learners with dyscalculia." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/79222.

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Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that focuses on the acquisition of the necessary basic mathematical skills. Against this background the purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported by implementing an Information Communication Technology (ICT) intervention, with a specific focus on number sense and basic mathematical skills. I followed a nomothetic quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two full- service primary schools and utilised non-probable and purposive sampling to select 24 participants, randomly assigning them to either an experimental or control group. Following implementation of the six-week ICT intervention, the scores of all pre- and post-test were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard Software mathematical applications, more specifically Math Lines (addition, multiplication), Math Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I then completed non-parametric data analysis by utilising the Statistical Package for the Social Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value of the ICT intervention. The findings of the study indicate that an ICT intervention can have (i) a positive effect on some aspects of number sense with learners experiencing difficulties in Mathematics, however, (ii) although an improvement in mathematical skills was evident, it was not statistically significant. Better results may be possible when additional software are included or more time is spent on such an ICT intervention to teach basic mathematical skills like adding, subtracting and multiplying after the improvement of number sense.
Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd
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Decarli, Gisella. "The two core systems of numerical cognition in infants and developmental dyscalculia." Doctoral thesis, Università degli studi di Trento, 2019. https://hdl.handle.net/11572/368641.

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The present dissertation collects several works that aim to examine multiple aspects of ANS and OTS during infancy. In particular, the predictive role of ANS on mathematical abilities, the importance of dynamic information in OTS and the role of OTS and ANS in developmental dyscalculia.

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Decarli, Gisella. "The two core systems of numerical cognition in infants and developmental dyscalculia." Doctoral thesis, University of Trento, 2019. http://eprints-phd.biblio.unitn.it/3508/1/2018_DECARLI_Dissertation.pdf.

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Books on the topic "Dyscalculia"

Patricia, Babtie, ed. The dyscalculia assessment. New York: Continuum International Pub. Group, 2010.

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Fil, Came, and Brough Mel, eds. Working with dyscalculia: Recognising dyscalculia : overcoming barriers to learning in maths. Marlborough: Learning Works, 2003.

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Butterworth, Brian. Dyscalculia: from Science to Education. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315538112.

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Chinn, Stephen J. Mathematics for dyslexics: Including dyscalculia. 3rd ed. Chichester, England: J. Wiley, 2007.

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Attwood, Tony. Practical activities for children with dyscalculia. Corby: First & Best in Education, 2003.

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Jan, Poustie, ed. Mathematics solutions: An introduction to dyscalculia. Taunton: Next Generation, 2000.

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Great Britain. Department for Education and Employment. Standards and Effectiveness Unit. Guidance to support pupils with dyslexia and dyscalculia. [London]: Department for Education and Employment, 2001.

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Bird, Ronit. The dyscalculia toolkit: Supporting learning difficulties in maths. 2nd ed. London: SAGE, 2013.

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Bird, Ronit. The dyscalculia toolkit: Supporting learning difficulties in maths. London: PCP, 2007.

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Butterworth, Brian, Sashank Varma, and Diana Laurillard. Dyscalculia. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.001.

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Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated in structural and functional neuroimaging studies of adults and children, and neural markers of its impairment in dyscalculia have been identified. New interventions to strengthen numerosity processing, including adaptive software, promise effective evidence-based education for dyscalculic learners.

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Book chapters on the topic "Dyscalculia"

Silton, Nava R., and Denise E. Maricle. "Dyscalculia." In Encyclopedia of Child Behavior and Development, 531–33. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_910.

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Zafiris, Christina. "Dyscalculia." In Encyclopedia of Clinical Neuropsychology, 908–9. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1450.

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Trott, Clare. "Dyscalculia." In Neurodiversity in Higher Education, 125–48. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470742259.ch6.

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Eusebio, Eleazar, Christina Zafiris, and Carly Gundrum. "Dyscalculia." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1450-2.

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Eusebio, Eleazar, Christina Zafiris, and Carly Gundrum. "Dyscalculia." In Encyclopedia of Clinical Neuropsychology, 1244–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1450.

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Dyscalculia." In Encyclopedia of Autism Spectrum Disorders, 1017–18. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1105.

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Newman, Diana B. "Dyscalculia." In Encyclopedia of Autism Spectrum Disorders, 1559–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1105.

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Mendoza, John E. "Spatial Dyscalculia." In Encyclopedia of Clinical Neuropsychology, 3228. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_786.

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Mendoza, John E. "Spatial Dyscalculia." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_786-2.

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Developmental Dyscalculia." In Encyclopedia of Autism Spectrum Disorders, 889. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100440.

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Conference papers on the topic "Dyscalculia"

Vintere, Anna. "A study on learning difficulties related to dyscalculia and mathematical anxiety." In Research for Rural Development 2021 : annual 27th International scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2021. http://dx.doi.org/10.22616/rrd.27.2021.047.

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This article discusses two math learning disorders: dyscalculia and mathematical anxiety. Dyscalculia is a cognitive disorder, math anxiety – emotional. Dyscalculia is a mathematics learning difficulty which is a brain-based condition connected to information organization and proceeding. In turn, mathematical anxiety is one of the emotional factors that causes learning difficulties in mathematics. Therefore, to promote progress in mathematics, the aim of this study is to identify learning difficulties in mathematics from the perspective of teachers and parents, to identify existing experiences in overcoming these learning difficulties in mathematics, and to determine the support needed by teachers. To achieve this goal, both parents and teachers have been surveyed as part of this study. About one-fifth of students have signs of dyscalculia, but 25% – mathematical anxiety. In Latvia, the most problematic type of dyscalculia is the ability to perform mathematical activities and perform both operational and practical calculations, but mathematical anxiety is equally common at all stages of education. According to a survey of teachers, only 7% of students have no mathematics learning difficulties. Parents associate children’s learning difficulties with the organization of the learning process (intensive curricula, when the teacher does not have the opportunity to implement a differentiated / individual approach), as well as teachers’ attitudes. Research shows that teachers are unable or unaware of how to determine whether a student has dyscalculia or math anxiety and do not have appropriate skills, know-how or training to help a student who experiences learning disabilities and difficulties with mathematics.

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Giri, Nupur, Tamanna Saini, Kalpesh Bhole, Anuraj Bhosale, Tanishqa Shetty, Alka Subramanyam, and Swati Shelke. "Detection of Dyscalculia Using Machine Learning." In 2020 5th International Conference on Communication and Electronics Systems (ICCES). IEEE, 2020. http://dx.doi.org/10.1109/icces48766.2020.9137871.

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Garcia-Camba, Maria Victoria, and Maria Isabel Garcia-Planas. "DYSCALCULIA, MIND, CALCULATING BRAIN AND EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0203.

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Pareto, Lena. "Graphical arithmetic for learners with dyscalculia." In the 7th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1090785.1090836.

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Garcia-Planas, Maria Isabel, and María Victoria García-Camba Vives. "ANXIETY DISORDER IN STUDENTS WITH DYSCALCULIA." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0004.

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Ferraz, Filipa, and Jose Neves. "A brief look into dyscalculia and supportive tools." In 2015 E-Health and Bioengineering Conference (EHB). IEEE, 2015. http://dx.doi.org/10.1109/ehb.2015.7391584.

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Poobrasert, Onintra, and Waragorn Gestubtim. "Development of assistive technology for students with dyscalculia." In 2013 Second International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2013. http://dx.doi.org/10.1109/icelete.2013.6644348.

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Dhingra, Kriti, Anchal Garg, and Jayanti Pujari. "Identification of dyscalculia using supervised machine learning algorithms." In 2021 2nd International Conference on Smart Electronics and Communication (ICOSEC). IEEE, 2021. http://dx.doi.org/10.1109/icosec51865.2021.9591899.

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Garcia-Planas, Maria Isabel, and Maria Victoria Garcia-Camba Vives. "ABOUT ASSESSING THE LEARNING OF STUDENTS WITH DYSCALCULIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0290.

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Ripalda, Daniel, Miguel Cobos, Yamirlis Gallar, and Mario Piedra. "Design of interfaces for Dyslexia and Dyscalculia Applications." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001020.

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In the field of Human-Computer interaction, one of the decisive factors is the graphical interface; especially in applications in which the user has specific conditions that limit its operation and performance. This is the case of the “Gabarato” application, which facilitates the treatment of children diagnosed with dyslexia and dyscalculia. During the development phase of the application, it was determined that there is a complexity to achieve specific usability interactions such as “ease of use”, “memorability” and “effectiveness”, especially with users who cannot operate hardware because their physical or cognitive difficulties to manipulate a conventional interface. The present work presents a new interface proposal and some parameters to consider measuring usability interactions in children who present specific conditions or disabilities.

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