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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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Azhari, Budi, Rahmah Johar, Evi Ramadhani, and Mailizar Mailizar. "Development of A Dyscalculia Identification Test Instrument." Elkawnie 10, no. 1 (June 26, 2024): 184. http://dx.doi.org/10.22373/ekw.v10i1.23347.
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Abstract: This research aims to develop a dyscalculia test instrument for early identification of children with dyscalculia learning disorders through a series of validity and reliability tests involving various experts from various related fields. This research uses the Tessmer model in developing test instruments through several stages, including: preliminary, self evaluation, prototyping (expert reviews, one-to-one, and small group), and field tests. The research results show that each research variable, namely X1 (type A), X2 (type B), and X3 (Dyscalculia), has met high validity. All question items in these three variables have an r-value that exceeds the r-table, ensuring that the instrument measures what it is intended to measure and reflects the construct accurately. The reliability test results show that each variable has a raw_alpha above 0.80, which reflects very high reliability. This shows that the instrument has the ability to produce consistent and reliable results under repeated use and on different samples. So that the instrument developed can be used to identify and diagnose dyscalculic children in helping dyscalculic children overcome the difficulty of learning mathematics.Abstrak: Penelitian ini bertujuan untuk mengembangkan instrumen tes diskalkulia untuk mengidentifikasi awal anak dengan gangguan belajar diskalkulia melalui serangkaian uji validitas dan reliabilitas yang melibatkan berbagai pihak ahli dari berbagai bidang terkait. Penelitian ini menggunakan model Tessmer dalam mengembangkan instrumen tes melalui beberapa tahapan, antara lain: preliminary, self evaluation, prototyping (expert reviews, one-to-one, dan small group), dan field test. Hasil penelitian menunjukkan bahwa setiap variabel penelitian, yakni X1 (tipe A), X2 (tipe B), dan X3 (Diskalkulia), telah memenuhi validitas yang tinggi. Semua item soal di ketiga variabel tersebut memiliki r-hitung yang melebihi r-tabel, memastikan bahwa instrumen mengukur apa yang dimaksudkan untuk diukur dan mencerminkan konstruk dengan akurat. Hasil uji reliabilitas menunjukkan bahwa setiap variabel memiliki raw_alpha di atas 0,80, yang mencerminkan reliabilitas yang sangat tinggi. Ini menunjukkan bahwa instrumen memiliki kemampuan untuk menghasilkan hasil yang konsisten dan dapat diandalkan dalam penggunaan berulang dan pada sampel yang berbeda. Sehingga instrumen yang dikembangkan dapat digunakan keperluaan identifiksi dan mendiagnosa anak diskalkulia dalam membantu anak diskalkulia mengatasi masalah kesulitan belajar matematika.
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Bhushan, Shashi, Sharmila Arunkumar, Taiseer Abdalla Elfadil Eisa, Maged Nasser, Anuj Kumar Singh, and Pramod Kumar. "AI-Enhanced Dyscalculia Screening: A Survey of Methods and Applications for Children." Diagnostics 14, no. 13 (July 5, 2024): 1441. http://dx.doi.org/10.3390/diagnostics14131441.
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New forms of interaction made possible by developments in special educational technologies can now help students with dyscalculia. Artificial intelligence (AI) has emerged as a promising tool in recent decades, particularly between 2001 and 2010, offering avenues to enhance the quality of education for individuals with dyscalculia. Therefore, the implementation of AI becomes crucial in addressing the needs of students with dyscalculia. Content analysis techniques were used to examine the literature covering the influence of AI on dyscalculia and its potential to assist instructors in promoting education for individuals with dyscalculia. The study sought to create a foundation for a more inclusive dyscalculia education in the future through in-depth studies. AI integration has had a big impact on educational institutions as well as people who struggle with dyscalculia. This paper highlights the importance of AI in improving the educational outcomes of students affected by dyscalculia.
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Dowker, Ann. "Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities." Children 11, no. 6 (May 23, 2024): 623. http://dx.doi.org/10.3390/children11060623.
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There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum—or possibly more than one continuum—of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.
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MUTLU, Yılmaz, and Kübra POLAT. "Bibliometric and Content Analyses of Dyscalculia Research." Acta Didactica Napocensia 17, no. 1 (September 7, 2024): 46–67. http://dx.doi.org/10.24193/adn.17.1.4.
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Dyscalculia is a math learning difficulty that many researchers have studied. A bibliometric and content analysis was conducted using the Web of Science database to provide a comprehensive overview of existing research on dyscalculia. The study aimed to identify key themes, prevailing research trends, potential knowledge gaps, and influential authors and articles in the field. The analysis focused on several research questions related to the distribution of articles and their citation data over the years, the types and numerical distribution of publications on dyscalculia, collaborative networks between authors, institutions, and countries/regions, topical research foci, prominent journals publishing articles on dyscalculia, top authors and countries researching dyscalculia, disciplines comprising the foundation of dyscalculia research, topics covered, the sample studied, and methods preferred in highly cited articles on dyscalculia. The co-occurrence analysis of the keywords revealed that dyscalculia, mathematical difficulties, dyslexia, and developmental dyscalculia were the most frequently cited terms. The top ten most cited articles were subjected to content analysis, revealing the types of research and methodologies. This study paves the way for future research and emphasizes the importance of interdisciplinary collaboration in understanding the nature and underlying causes of mathematics learning disabilities.
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Salisa, Resminati Dinda, and Meiliasari Meiliasari. "A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 5, no. 1 (June 25, 2023): 82–94. http://dx.doi.org/10.35316/alifmatika.2023.v5i1.82-94.
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Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.
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Gilaie-Dotan, Sharon, Geraint Rees, Brian Butterworth, and Marinella Cappelletti. "Impaired Numerical Ability Affects Supra-Second Time Estimation." Timing & Time Perception 2, no. 2 (2014): 169–87. http://dx.doi.org/10.1163/22134468-00002026.
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It has been suggested that the human ability to process number and time both rely on common magnitude mechanisms, yet for time this commonality has mainly been investigated in the sub-second rather than longer time ranges. Here we examined whether number processing is associated with timing in time ranges greater than a second. Specifically, we tested long duration estimation abilities in adults with a developmental impairment in numerical processing (dyscalculia), reasoning that any such timing impairment co-occurring with dyscalculia may be consistent with joint mechanisms for time estimation and number processing. Dyscalculics and age-matched controls were tested on supra-second temporal estimation (12 s), a difficulty-matched non-temporal control task, as well as mathematical abilities. Consistent with our hypothesis, dyscalculics were significantly impaired in supra-second duration estimation but not in the control task. Furthermore, supra-second timing ability positively correlated with mathematical proficiency. All participants reported that they used counting to estimate time, although no specific instructions were given with respect to counting. These results suggest that numerical processing and supra-second temporal estimation share common mechanisms. However, since this conclusion is also based on subjective observations, further work needs to be done to determine whether mathematical impairment co-occurs with supra-second time estimation impairment when counting is not involved in and is objectively controlled for during supra-second timing. We hypothesize that counting, that does not develop normally in dyscalculics, might underlie and adversely affect dyscalculics’ supra-second time estimation performance, rather than an impairment of a magnitude mechanism or the internal clock pacemaker.
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Millichap, J. Gordon. "Developmental Dyscalculia." Pediatric Neurology Briefs 11, no. 12 (December 1, 1997): 94. http://dx.doi.org/10.15844/pedneurbriefs-11-12-9.
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Kuhn, Jörg-Tobias. "Developmental Dyscalculia." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 67–68. http://dx.doi.org/10.1027/2151-2604/a000204.
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Kuhn, Jörg-Tobias. "Developmental Dyscalculia." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 69–82. http://dx.doi.org/10.1027/2151-2604/a000205.
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Developmental dyscalculia (DD) is a specific learning disorder that affects the acquisition of arithmetic skills and number processing in children. A high comorbidity between DD and other neurodevelopmental disorders (e.g., dyslexia, attention-deficit/hyperactivity disorder [ADHD]) as well as substantial heterogeneity in cognitive profiles have been reported. Current studies indicate that DD is persistent, has a genetic component, and is related to functional and structural alterations of brain areas involved in magnitude representation. Recent neuronal and behavioral evidence is presented, showing that DD entails (a) impairments in two preverbal core systems of number, an approximate system for estimating larger magnitudes and an exact system for representing small magnitudes, (b) deficits in symbolic number processing, (c) aberrant and nonadaptive neuronal activation in basic magnitude processing and calculation, (d) dysfunctional arithmetic fact retrieval and persistent use of counting strategies in calculation, and (e) deficits in visuospatial working memory and the central executive. Finally, open research questions, including the role of domain-general cognitive resources in DD, causes and developmental consequences of comorbidity, as well as design and evaluation of interventions for DD, are briefly discussed.
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Shalev, Ruth S. "Developmental Dyscalculia." Journal of Child Neurology 19, no. 10 (October 2004): 765–71. http://dx.doi.org/10.1177/08830738040190100601.
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Shalev, Ruth S., Raaya Weirtman, and Naomi Amir. "Developmental Dyscalculia." Cortex 24, no. 4 (December 1988): 555–61. http://dx.doi.org/10.1016/s0010-9452(88)80049-2.
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Shalev, Ruth S., and Varda Gross-Tsur. "Developmental dyscalculia." Pediatric Neurology 24, no. 5 (May 2001): 337–42. http://dx.doi.org/10.1016/s0887-8994(00)00258-7.
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Kucian, Karin, and Michael von Aster. "Developmental dyscalculia." European Journal of Pediatrics 174, no. 1 (December 23, 2014): 1–13. http://dx.doi.org/10.1007/s00431-014-2455-7.
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Nastiti, Hanina Dewi, Dwi Noviani Sulisawati, and Lutfiyah. "Identifikasi Diskalkulia pada Anak Berkebutuhan Khusus Tunanetra dalam Mengenal Bilangan." Jurnal Pendidikan Matematika (JPM) 9, no. 1 (July 27, 2023): 74–82. http://dx.doi.org/10.33474/jpm.v9i1.20282.
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Children with Special Needs are children who in education require specific services, different from children in general. Children with special needs are divided into 10 groups, namely: Blind, mentally retarded, dyslexic, hyperactive, mentally impaired, deaf, mute, autistic, disabled, gifted child. Blind is someone who has less accurate/poor vision compared to sighted people, even though they already assisted with visual aids, and cause them to require a lot of energy and time to do visual tasks. Therefore, blind children experience more difficulties in their education. Learning difficulties in mathematics are called dyscalculia. The most basic dyscalculia experienced by blind children is knowing numbers. So to find out the dyscalculia experienced by children with special needs who are blind in knowing numbers, the researchers took this research with a descriptive type of research and with a qualitative approach. The subjects of this study consisted of 2 students from class 4 of the blind group at SDLB Negeri Branjangan for the 2022/2023 academic year. The results of identification of dyscalculia in children with special needs in recognizing numbers are presented in the form of a description of each individual obtained from observation data, tests and interviews. The results of this study were that S1 subjects had dyscalculia on the characteristics of dyscalculia, namely visual motor associations and attention disorders, on the classification of dyscalculia, namely knowledge of numbers, on the types of dyscalculia, namely weak in planning and inability to do simple calculations. Whereas subject S2 has dyscalculia in the types of dyscalculia, namely weak in planning and inability to do simple calculations. Keywords: Children with Special Needs, Blind, Dyscalculia
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Anjum, Shabiha, Marium Ansari, and Shamim Ullah. "Unraveling the Lived Experiences: Mathematics Learning Challenges and Coping Strategies of Dyscalculia Students." Journal of Business and Social Review in Emerging Economies 9, no. 3 (September 30, 2023): 273–86. http://dx.doi.org/10.26710/jbsee.v9i3.2722.
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Purpose: The lived experiences of students with dyscalculia in the context of learning mathematics are explored in depth in this research work.
Design/Methodology/Approach: Students with dyscalculia, a distinct learning condition that affects numerical and mathematical abilities, have particular difficulties that have an impact on their academic performance and educational trajectory. Qualitative research techniques, such as interviews and observations, were used to get deeper insights into the subjective realities of dyscalculia kids. The study included a broad group of dyscalculia kids from various educational levels and used thematic analysis to gain a thorough grasp of their learning obstacles and coping mechanisms.
Findings: The results show how complicated dyscalculia students' problems can be, from feelings of anger, anxiety, and low self-esteem to issues with understanding mathematical language and concepts. The study also illustrates how resilient and adaptable dyscalculia students are in navigating their academic journey.
Implications/Originality/Value: The results of this study have consequences for legislators, parents, and educators, promoting a better knowledge of dyscalculia and how it affects math learning. By recognizing the lived experiences of dyscalculia students, educational institutions can develop more inclusive and supportive environments, tailored interventions, and teaching methodologies to enhance their mathematical learning outcomes.
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Deda, Yohanis Ndapa, Hermina Disnawati, Rooselyna Ekawati, and Nadi Suprapto. "Research trend on dyscalculia by bibliometric analysis during 2017-2022." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (February 1, 2024): 69. http://dx.doi.org/10.11591/ijere.v13i1.25992.
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<span lang="EN-US">Dyscalculia is the inability to perform simple numerical calculations in everyday life. However, no one has researched this topic worldwide in about two years. This study aimed to investigate the research trends on dyscalculia through bibliometric studies and research issues related to dyscalculia in the Scopus database starting 2017 to October 2022. The sample consisted of 536 total documents. The results showed that scientific publications on dyscalculia fluctuated. In the next five years, its movements cannot be predicted. The highest number of document types is articles, which is 369. The number of cross-border documents from 2017 to 2022 is in the United States, as many as 75 papers, and in Italy, 74 copies. These two countries are more dominant on the topic of dyscalculia. Furthermore, 536 documents comprising 94.4% of articles were used in English. In general, in research on dyscalculia, researchers produce four out of five significant clusters: patient, approach, task, and grade. However, topics related to dyscalculia and mathematics often studied are deficit students, deficit addition and subtraction, mathematics difficulty, instruction, and primary school. The results can be used to shed light on developing tendencies in dyscalculia investigations and suggest directions for future studies.</span>
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Amelia, Winda, and Asep Supena. "Mathematics Learning Strategy for Discalculia Students in Elementary School." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 1 (February 27, 2022): 209. http://dx.doi.org/10.33394/jk.v8i1.4700.
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This study aims to analyze the implementation of mathematics learning for dyscalculia students, the role of teachers and parents in helping dyscalculia students in online learning, and the impact of learning strategies for dyscalculia students on mathematics learning. The research method used is descriptive qualitative method with data sources one teacher, three students, and 3 parents of students. Interactive model data analysis includes data collection, data reduction, data presentation, and drawing conclusions. Data collection techniques are observation and interviews. The results of this study indicate that teachers carry out mathematics learning by preparing Learning Implementation Plans (RPP), syllabus and special notes for students with dyscalculia. The teacher uses three learning approaches in helping dyscalculia students, namely the direct approach, group approach, and individual approach. Furthermore, the impact of the teacher's strategy in student learning with dyscalculia can be seen in the cognitive, affective, and psychomotor aspects, which have positive progress.
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Azhari, Budi. "IDENTIFIKASI GANGGUAN BELAJAR DYSCALCULIA PADA SISWA MADRASAH IBTIDAIYAH." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1 (June 1, 2017): 60. http://dx.doi.org/10.22373/jppm.v1i1.1732.
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Dyscalculia is a kind of problems facing by many pupils beside of low-level reading skills. In fact, reading and basic arithmetic operation skills are very important in learning other subjects. The purpose of this study was to examine learning problems of dyscalculia students. The subjects of this study were five Madrasah Ibtidaiyah (MI) in Kabupaten Aceh Tamiang. The results showed that dyscalculia students face some difficulties in understanding the concepts or the process of calculation since they find some difficulties in visual processing. Moreover, dyscalculia students also face some difficulties in counting the numbers according to their sequences, memorizing and applying mathematical operations. As the consequence, dyscalculia students face some difficulties in solving even a simple mathematical problem.
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Alipanah, Mohamad, Masoume Pourmohamadreza-Tajrishi, Vahid Nejati, and Mohsen Vahedi. "The Effectiveness of Cognitive Rehabilitative Program on Executive Functions in Children With Dyscalculia." Journal of Rehabilitation 23, no. 3 (October 1, 2022): 352–71. http://dx.doi.org/10.32598/rj.23.3.487.17.
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Objective Students’ academic success is crucial for families, educators, and the community. Specific learning disorder reduces students’ academic performance and makes education difficult. Because of the rising prevalence of learning disorders (especially dyscalculia), it is necessary to pay more attention to dyscalculia, its diagnosis, and assessment to develop new interventions and scientific strategies to reduce symptoms. Negative consequences of math problems in early childhood probably affect the individual and social aspects of life until adulthood. As far as we know, most children with dyscalculia have significant problems in executive functions, so the application of effective educational methods on executive functions will improve cognitive functions and learning. The present study was conducted to determine the effectiveness of a cognitive rehabilitation program on the executive functions of students with dyscalculia. Materials & Methods This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population consisted of all 8 to 12 years old students who were studying in specific schools for learning disorders in the 2020-2021 academic year in Sanandaj City, Iran. Thirty children (17 boys and 13 girls) were selected by convenience method and assessed using the Iranian Key Math Test. Then, 28 students with one standard deviation lower than the mean (≤85 points) were diagnosed as dyscalculic, and their parents signed a written consent form. Students were excluded if they had seizures and epilepsy, or other neurodevelopmental disorders or were absent more than two times from intervention sessions. All students were matched according to gender and age and randomly assigned to the experimental (7 boys and 7 girls) and control groups (8 boys and 6 girls). The executive functions of all students were assessed by the Behavioral Rating Inventory for Executive Functions (BRIEF). The experimental group individually participated in 12 sessions (twice a week; 30 to 45 minutes per session) and was trained by the cognitive rehabilitation program. However, the control group only attended the mainstream curriculum. Again, all students were assessed by the BRIEF in the last session and 5 weeks later in the follow-up. The obtained data were analyzed by using analysis of variance with repeated measures. Results The findings showed that the cognitive rehabilitation program has significantly influenced executive functions and their components (behavior regulation and metacognition) in students with dyscalculia. According to the eta quotient, 42%, 32%, and 43% of the variances of executive functions, behavior regulation, and metacognition of the experimental group, respectively, have been explained by participating in the cognitive rehabilitation program. In addition, the program’s effectiveness lasted for a 5-week follow-up later. Conclusion Considering the effectiveness of cognitive rehabilitation programs on executive functions, designing and implementing the same rehabilitative programs not only improves the executive functions of students with dyscalculia but also prevents their problems relating to learning academic skills.
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Pudjoatmodjo, Bambang, Sazilah Salam, Naim Che Pee, Rikman Aherliwan Rudavan, Ary Setijadi Prihatmanto, and Ashraf Alomoush. "The 3D Dyscalculia Assessment Game Framework for Dyscalculia Identification." International Journal of Computing and Digital Systems 11, no. 1 (January 20, 2022): 451–61. http://dx.doi.org/10.12785/ijcds/110137.
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Tūbele, Sarmīte. "Dyscalculia – one of the Types of Learning Disabilities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 128. http://dx.doi.org/10.17770/sie2014vol3.723.
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The article is devoted to a theoretical justification of dyscalculia showing a link between characteristics of brain functions and expressions of learning disorders. Although dyscalculia and dyslexia are linked problems, the cognitive profile is different. Significant understanding of dyscalculia deals with origin and manifestations of it that affect learning in school and future quality of life. Development of neuroscience and brain studies performing magnetic resonance imaging (MRI), allow accurate descriptions of problem and in addition to search for ways to reduce the negative effects of dyscalculia.
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Yoong, Soo May, Sukor Beram, Kumaran Gengatharan, and Azlina Amat Yasin. "A Survey on Problems of Dyscalculia in Primary Schools." ICCCM Journal of Social Sciences and Humanities 1, no. 2 (April 27, 2022): 30–38. http://dx.doi.org/10.53797/icccmjssh.v1i2.4.2022.
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Dyscalculia is a learning difficulty faced by an individual. The purpose of this study is to investigate the level of problems of dyscalculia in primary schools. The researchers employed quantitative design to carry out the study. Survey method is used to collect the data. Descriptive and inferential statistics are used to analyse the survey data. A study was conducted with 381 primary schools Mathematics teachers in Malaysia. Means and standard deviation were used to analyse the level of problems of dyscalculia, whereas independent t-test were used to compare the level of problems of dyscalculia between school locations. The results show that the level of problems of dyscalculia is medium high (M=3.31, σ=0.97). On the other hand, the problem of dyscalculia in rural area is slightly higher (M=3.822, σ=0.697) than the urban area (M=3.717, σ=0.696). In short, there is no significant difference for the level of problems of dyscalculia between different school locations (p=0.147, p>0.05). This study is able to bring significances to Ministry of Education Malaysia, educators, teachers, and researchers. The result is useful to determine the allocations of funding and resources for the students with learning difficulties. It is also able to create the awareness of dyscalculia among the people. As a conclusion, interventions and diagnosis need to be carried out in order to improve the capabilities of these pupils to the maximum.
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González, Juan E. Jiménez, and Ana Isabel García Espinel. "Strategy Choice in Solving Arithmetic Word Problems: Are there Differences between Students with Learning Disabilities, G-V Poor Performance and Typical Achievement Students?" Learning Disability Quarterly 25, no. 2 (May 2002): 113–22. http://dx.doi.org/10.2307/1511278.
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This study was designed to test whether there are differences between children with arithmetic learning disabilities, garden-variety (G-V) poor performance and typically achieving children in strategy choice when solving arithmetic word problems. Using the standard-score discrepancy method (differences between IQ and achievement standard scores), samples were selected of dyscalculic, G-V poor mathematics performance, and typically achieving students. The groups were compared to analyze whether there were differences in their strategy choice when solving arithmetic word problems. No significant differences were found between dyscalculic and G-V children, both groups relying more on backup strategies than the nonimpaired group. Thus, the IQ-achievement discrepancy does not seem to be a relevant criterion for differentiating between individuals with dyscalculia and those with garden-variety poor mathematics performance.
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Chin, Kin Eng, and Sai Hoe Fu. "EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY." Journal on Mathematics Education 12, no. 3 (October 21, 2021): 531–46. http://dx.doi.org/10.22342/jme.12.3.14473.531-546.
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This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
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Ermolova, T. V., V. V. Ponomareva, and N. B. Florova. "Dyscalculia in children as a systemic problem of education." Современная зарубежная психология 5, no. 3 (2016): 7–27. http://dx.doi.org/10.17759/jmfp.2016050301.
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This article analyzes the researches by a number of national and foreign scholars on the issue of dyscalculia. The review of the results obtained allows tracking the changes in the concept of dyscalculia, its diagnostic criteria and strategies for targeted intervention designed for children of pre-school and primary school age. The analyzed studies basically refer to the modern understanding of the basic properties of dyscalculia - heterogeneity and the background of its formation, neuroanatomical prerequisites and the risks of inadequate interpretation of empirical data. They also define the primary and secondary dyscalculia and give an idea of the range of educational technologies. The article outlines the features of foreign and national approach to this issue. It appears that the priority of the problem of dyscalculia remains underestimated in comparison to dyslexia and other systemic psycho-pedagogical problems of childhood
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Putri Purwaningrum, Jayanti, Latifah Nur Ahyani, and Andi Prasetyo Utomo. "THE NEED FOR A DIGITAL MODULE TO IMPROVE THE NUMERICAL LITERACY OF DYSCALCULIA STUDENTS." Kalamatika: Jurnal Pendidikan Matematika 7, no. 1 (April 30, 2022): 99–110. http://dx.doi.org/10.22236/kalamatika.vol7no1.2022pp99-110.
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Numerical literacy is the ability to collaborate understanding and knowledge of mathematics effectively in facing life's challenges. This ability is very important for every student to solve everyday problems, including dyscalculia students (having difficulty learning mathematics). This research is a qualitative descriptive describing the need for a digital-based module to improve the numerical literacy of dyscalculia students. The digital-based module is an application to be used anytime and anywhere. The subjects of this study were six teachers and 18 students with dyscalculia, a combination of six primary schools in Kudus Regency, Central Java, Indonesia. The instruments used in this study were interview sheets, observation sheets, and questionnaires for a digital module need. Students were classified as dyscalculia based the dyscalculia screening test and the WISC (Wechsler Intelligence Scale for Children) test. The data analysis involved data reduction, data presentation, and concluding. This study indicates that a digital module is needed by teachers to improve the numerical literacy of elementary school students, especially students with dyscalculia. The development of a digital module can increase students’ motivation and interest in studying abstract mathematical concepts.
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Phan Thanh, Long, and Hai Phan The. "Teaching multiplication for dyscalculia second graders by using teaching software." Journal of Science Educational Science 67, no. 2 (April 2022): 58–70. http://dx.doi.org/10.18173/2354-1075.2022-0023.
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Dyscalculia is a kind of learning disabilities. It involves grasping mathematical concepts, and symbols, the difficulty performing calculations and solving problems. Nowadays, the results of research in the field of medicine have not been able to solve the problems of brain nerve function for students with dyscalculia. However, the supporting methods in teaching "Easy Math" can reduce the effects of abnormal cognitive function in learning. The article presents the experimental results of teaching multiplication for second-grade dyscalculia students by using "Easy Math" software. The first step experiment using this teaching software has obtained positive results, which is the basis for further exploitation and further development of dyscalculia students.
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Nanda, Anggraeni Shafria Mega, Lutfiyah Lutfiyah, and Frida Murtinasari. "Identification of Dyscalculia in Children Special Needs for the Impaired Knowing Numbers." Journal of Education and Learning Mathematics Research (JELMaR) 4, no. 2 (November 13, 2023): 97–104. http://dx.doi.org/10.37303/jelmar.v4i2.110.
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This study aims to identify and describe the difficulties in learning mathematics or dyscalculia experienced by children with special needs with disabilities in learning mathematics the subject of knowing numbers. The type of research used in this research is descriptive research with a qualitative approach. Research instruments include observation, tests, and interviews. The results obtained were that the S1 subject experienced the characteristics of dyscalculia which included difficulties in language and reading, abnormalities in visual perception disorders, perseveration, and disturbances in body perception. While subject S2 experienced the characteristics of dyscalculia, namely language and reading difficulties. This study concludes that S1 and S2 subjects were identified as having dyscalculia.
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Monuteaux, Michael C., Stephen V. Faraone, Kathleen Herzig, Neha Navsaria, and Joseph Biederman. "ADHD and Dyscalculia." Journal of Learning Disabilities 38, no. 1 (January 2005): 86–93. http://dx.doi.org/10.1177/00222194050380010701.
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Callaway, Ewen. "Dyscalculia: Number games." Nature 493, no. 7431 (January 2013): 150–53. http://dx.doi.org/10.1038/493150a.
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O'HARE, A. E., J. K. BROWN, and K. AITKEN. "Dyscalculia In Children." Developmental Medicine & Child Neurology 33, no. 4 (November 12, 2008): 356–61. http://dx.doi.org/10.1111/j.1469-8749.1991.tb14888.x.
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McKinney, Breda. "What is Dyscalculia?" Early Years Educator 23, no. 22 (May 2, 2023): 37–39. http://dx.doi.org/10.12968/eyed.2023.23.22.37.
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Osisanya, Ayo, Kelechi Lazarus, and Abiodun Adewunmi. "Manifestations of Dyslexia and Dyscalculia." Journal of International Special Needs Education 16, no. 1 (March 1, 2013): 40–52. http://dx.doi.org/10.9782/2159-4341-16.1.40.
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This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research instruments- the Myklebust Pupil Rating Scale (MPRS), the Slosson Intelligence Test- Revised Third Edition (SIT-R3), the Test of Pupil Reading Abilities Test (TPRA) and the Mathematical Abilities Test (MAT) was adopted. It was discovered that dyslexia and dyscalculia were prevalent among pupils with academic deficits in English Language and Mathematics, and that pupils with both dyslexia and dyscalculia are in the larger percentage. It was also discovered that learning disabilities, dyslexia and dyscalculia were not peculiar to any gender. Persons with academic deficits in English language and mathematics should be screened for either dyslexia or dyscalculia, even both. Also, they should be taught according to a carefully developed Individualized Education Plan.
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Simić, Olivera. "On discalculia in mathematics teaching." Metodicka praksa 25, no. 1 (2022): 120–27. http://dx.doi.org/10.5937/metpra2201120s.
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Specific learning difficulties are increasingly the focus of consideration in modern mathematics education. The paper presents a theoretical analysis of the most significant difficulties in learning mathematics, where special emphasis is placed on dyscalculia. The aim is to shed light on the basic features and specifics of dyscalculia in mathematics teaching. The structure of this paper consists of three parts. First, the basic determinants of dyscalculia are presented. Secondly, it was determined how and in what way to recognize this difficulty in teaching mathematics in students. Third, some recommendations are presented through which reliable strategies can be created to help students with dyscalculia. Considering the analysis of relevant professional and scientific literature, it was concluded that learning difficulties should not be neglected by both teachers and parents, but should be approached in an adequate way in order to mitigate and overcome them. A variety of didactic materials and mathematical games play a significant role in working with students diagnosed with dyscalculia.
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Fathimah, Nusuki Syariati, and Ishartiwi Ishartiwi. "Pengembangan multimedia permainan interaktif pembelajaran berhitung bagi anak diskalkulia usia prasekolah." Jurnal Inovasi Teknologi Pendidikan 5, no. 2 (October 30, 2018): 115–28. http://dx.doi.org/10.21831/jitp.v5i2.15541.
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Penelitian ini bertujuan untuk menghasilkan multimedia permainan interaktif pembelajaran berhitung yang layak bagi anak diskalkulia usia prasekolah. Penelitian pengembangan ini mengacu pada langkah pengembangan multimedia Alessi & Trollip mencakup tiga fase pengembangan yang meliputi perencanaan, perancangan, dan pengembangan. Subjek uji coba dalam penelitian ini yaitu dua orang ahli media, dua orang ahli matematika, dan sembilan anak diskalkulia usia prasekolah. Hasil penelitian berupa produk multimedia permainan interaktif pembelajaran berhitung bagi anak diskalkulia usia prasekolah berupa permainan puzzle dan logika yang dikemas dalam bentuk compact disc (CD) dengan menggunakan software Adobe Flash CS3. Multimedia permainan interaktif terdiri dari dua area permainan, yaitu area visual-spasial yang mencakup permainan geometri, klasifikasi, dan simbolisasi dan area sekuensial yang mencakup permainan prosedur, korespondensi, dan bilangan. Multimedia permainan interaktif dinilai sangat layak berdasarkan hasil penilaian ahli media 88,33% dan ahli materi 91,6% serta berdasarkan hasil penilaian respon pengguna 85,18%.Kata kunci: multimedia permainan, berhitung, diskalkulia, prasekolah DEVELOPING INTERACTIVE MULTIMEDIA GAMES OF MATHEMATICS TEACHING TO PRESCHOOL DYSCALCULIC CHILDRENAbstractThis research aimed to develop interactive multimedia games of mathematics learning that was eligible for preschool dyscalculic children. This developmental study refered to the multimedia development phase suggested by Alessi & Trollip consisting of: planning, design, and development. The testing subjects consisted of two media experts, two mathematics experts, and nine preschool dyscalculia children. The results of the study was interactive multimedia games of mathematics learning for preschool dyscalculic children in the form of puzzles and logic games packaged in a compact disc (CD) form using the Adobe Flash CS3 software. The interactive multimedia games had two game areas, consisting of visual-spatial area that consisted of geometry, classification, and symbolization games and sequential area that consisted of procedure, correspondence, and number games. The interactive multimedia games were considered very eligible based on the results from the media experts 88.33% and from the subject matter experts 91.6% and based on the results from user’s responses 85.18%.Keywords: multimedia games, mathematics, dyscalculia, preschool
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Yoong, Soo May, Hasrul Hosshan, Shyielathy Arumugam, Alya Qasdina Ng Ai Lee, Shiau Ching Lau, and Parthiban Govindasamy. "Validity and Reliability of Needs Analysis Questionnaire for Dyscalculia Instrument." South Asian Journal of Social Science and Humanities 3, no. 3 (June 4, 2022): 111–24. http://dx.doi.org/10.48165/sajssh.2022.3307.
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Dyscalculia is a specific learning difficulty in Mathematics. Intervention instrument is needed to assist the pupils to overcome their learning difficulties during this situation. Thus, this paper presents the evaluation of validity and reliability of a needs analysis questionnaire to investigate the needs to design and develop a dyscalculia instrument. This four-point Likert-type scale questionnaire consisted of 46 items that represented four constructs. The assessment of content validity is done through nine domain experts. Content validity index and Kappa statistics were implemented for content validity. After the validity analysis, one construct with low scale content validity index (S-CVI) and another three items with low item content validity index (I-CVI) and Kappa statistics had been removed. Overall, a number of 13 items had been removed and 33 items had been retained. Subsequently, reliability analysis was done by carrying out a pilot test. During the pilot test, the questionnaire had been implemented among 30 Mathematics teachers to obtain the Cronbach’s Alpha value. One item had been removed after the reliability analysis due to the low value of [corrected item-total correlation] and 32 items were retained. Thereafter, the questionnaire was ready to be used for data collection in the actual study. As stated in the preceding statement, it will assist teachers in identifying problems and planning appropriate interventions to meet the needs of dyscalculic students.
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Afiati, Nikmah Sofia, and Saifuddin Azwar. "Rekonstruksi Alat Skrining Diskalkulia untuk Siswa Sekolah Dasar." Gadjah Mada Journal of Professional Psychology (GamaJPP) 2, no. 1 (April 20, 2016): 1. http://dx.doi.org/10.22146/gamajpp.32312.
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Result of some studies reported that 3%-14% of school age students arediagnosed as dyscalculia. The early step to diagnose children with dyscalculia is by usinga screening test. The construction of the screening test by previous researchers has notbeen able to result a satisfactory tool. This study aims to reconstruct the dyscalculiascreening tool (TSD/Tes Skrining Diskalkulia), which developed in order to determineelementary school students that risk for dyscalculia. The participants were 367 studentsfrom 1 st to 4 th grade selected from 5 different school in Magelang Regency. Result showedthat the new structure of the dyscalculia screening tool has a good content validity andconstruct validity. This tool also has good reliability which is 0.864 with low standarderror of measurement. It showed that 69 items that are constructed has good psychometricproperties.
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van der Weijden, Fae Aimée, Erica Kamphorst, Robin Hella Willemsen, Evelyn H. Kroesbergen, and Anne H. van Hoogmoed. "Strategy use on bounded and unbounded number lines in typically developing adults and adults with dyscalculia: An eye-tracking study." Journal of Numerical Cognition 4, no. 2 (September 7, 2018): 337–59. http://dx.doi.org/10.5964/jnc.v4i2.115.
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Recent research suggests that bounded number line tasks, often used to measure number sense, measure proportion estimation instead of pure number estimation. The latter is thought to be measured in recently developed unbounded number line tasks. Children with dyscalculia use less mature strategies on unbounded number lines than typically developing children. In this qualitative study, we explored strategy use in bounded and unbounded number lines in adults with (N = 8) and without dyscalculia (N = 8). Our aim was to gain more detailed insights into strategy use. Differences in accuracy and strategy use between individuals with and without dyscalculia on both number lines may enhance our understanding of the underlying deficits in individuals with dyscalculia. We combined eye-tracking and Cued Retrospective Reporting (CRR) to identify strategies on a detailed level. Strategy use and performance were highly similar in adults with and without dyscalculia on both number lines, which implies that adults with dyscalculia may have partly overcome their deficits in number sense. New strategies and additional steps and tools used to solve number lines were identified, such as the use of the previous target number. We provide gaze patterns and descriptions of strategies that give important first insights into new strategies. These newly defined strategies give a more in-depth view on how individuals approach a number lines task, and these should be taken into account when studying number estimations, especially when using the unbounded number line.
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Wang, Enguo, Chenguang Du, and Yujun Ma. "Old/New Effect of Digital Memory Retrieval in Chinese Dyscalculia." Journal of Learning Disabilities 50, no. 2 (August 3, 2016): 158–67. http://dx.doi.org/10.1177/0022219415599344.
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This study reports the neurophysiological and behavioral correlates of digital memory retrieval features in Chinese individuals with and without dyscalculia. A total of 18 children with dyscalculia (ages 11.5–13.5) and 18 controls were tested, and their event-related potentials were digitally recorded simultaneously with behavior measurement. Behavioral data showed that the dyscalculia group had lower hit rates and higher false rates than the control group. The electroencephalography results showed that both groups had a significant old/new effect and that this effect was greater in the control group. In the 300 to 400 ms processing stages, both groups showed significant differences in digital memory retrieval in the frontal regions. In the 400 to 500 and 500 to 600 ms epochs, the old/new effect in the control group was significantly greater than it was in the dyscalculia group at the frontal, central, and parietal regions. In the 600 to 700 ms processing stages, both groups showed significant differences in digital memory retrieval in the frontal, central, parietal, and occipital regions. These results suggest that individuals with dyscalculia exhibit impaired digital memory retrieval. Extraction failure may be an important cause of calculation difficulties.
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Lafay, Anne, Marie-Catherine St-Pierre, and Joël Macoir. "The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers?" Journal of Learning Disabilities 50, no. 6 (March 25, 2016): 672–83. http://dx.doi.org/10.1177/0022219416640783.
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Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a physical number line. However, it remains unclear whether they have a deficit with the mental number line per se or a deficit with accessing it from nonsymbolic and/or symbolic numbers. Quebec French-speaking 8- to 9-year-old children with (24) and without (37) dyscalculia were assessed with transcoding tasks ( number-to-position and position-to-number) designed to assess the acuity of the mental number line with Arabic and spoken numbers as well as with analogic numerosities. Results showed that children with dyscalculia produced a larger percentage absolute error than children without mathematics difficulties in every task except the number-to-position transcoding task with analogic numerosities. Hence, these results suggested that children with dyscalculia do not have a general deficit of the mental number line but rather a deficit with accessing it from symbolic numbers.