Dyscalculia

Ω

Students who struggle with math may have a neurocognitive disorder called dyscalculia

Disorder affects roughly as many people as dyslexia

What is dyscalculia?

Examples of common indicators of dyscalculia are (i) carrying out simple number comparison and addition tasks by counting, often using fingers, well beyond the age when it is normal, and (ii) finding approximate estimation tasks difficult. Individuals identified as dyscalculic behave differently from their mainstream peers, for example:

* To say which is the larger of two playing cards showing 5 and 8, they count all the symbols on each card.
* To place a playing card of 8 in sequence between a 3 and a 9 they count up spaces between the two to identify where the 8 should be placed.
* To count down from 10 they count up from 1 to 10, then 1 to 9, etc.
* To count up from 70 in tens, they say '70, 80, 90, 100, 200, 300…'
* They estimate the height of a normal room as '200 feet?'

Students who struggle to learn mathematics may have a neurocognitive disorder that inhibits the acquisition of basic numerical and arithmetic concepts, according to a new paper by University of Minnesota and British researchers. Called developmental dyscalculia, the disorder affects roughly the same number of people as dyslexia but has received much less attention (and research funding). The paper by University of Minnesota Educational Psychology assistant professor Sashank Varma and his British colleagues that shines a light on the causes of and interventions for dyscalculia will be published Thursday, May 27 in the journal Science.

The paper, "Dyscalculia, From Brain to Education," documents how scientists across the world have used magnetic resonance imaging to map the neural network that supports arithmetic. Through this process, they have discovered abnormalities in this network among learners with dyscalculia.

These findings have the potential to lead to evidence-based interventions for dyscalculia, Varma says. "Knowledge about what parts of the brain we use while learning mathematics is spurring the design of new computer learning environments that can strengthen simple number and arithmetic concepts," he explains. The paper envisions future research where neuroscientists, psychologists and educational researchers collaborate to offer a productive way forward on the important question of why some children struggle with learning mathematics.