What is dyslexia with numbers?

http://www.as.wvu.edu/~scidis/dyscalcula.html

Dyscalculia (or dyscalcula)

"Dyscalculia" is a lessor-known learning disability that affects mathatical calculations. It is derived from the generic name "mathematics difficulty".

There are rigorous criteria used to determine if a student has a learning disability as it is defined by special education criteria. When a student's mathematics difficulties are severe enough to meet certain criteria, special education services are indicated. However, "dyscalculia" has no clearly defined criteria and cannot be assessed reliably. A student with any degree of mathematics difficulty may be considered to have "dyscalculia" by some educational specialists.

Because of the ambiguity of categorization, being identified as having "dyscalculia" may or may not indicate the need for special education services. The term appears to be seldom used within public schools because of the lack of any clear, measurable criteria. Nevertheless, many students have it.

UNDERLYING CAUSES

Dyscalculia has several underlying causes. One of the most prominent is a weakness in visual processing. To be successful in mathematics, one needs to be able to visualize numbers and mathematics situations. Students with dyscalculia have a very difficult time visualizing numbers and often mentally mix up the numbers, resulting in what appear to be "stupid mistakes."

Another problem is with sequencing. Students who have difficulty sequencing or organizing detailed information often have difficulty remembering specific facts and formulas for completing their mathematical calculations.

SYMPTOMS

• Many students with disabilities have histories of academic failure that contribute to the development of learned helplessness in mathematics. It is important that mathematics instructors recognize the symptoms of dyscalculia and take the necessary measures to help students that are affected. Some of the symptoms are:
• Students might have spatial problems and difficulty aligning numbers into proper columns.
• Have trouble with sequence, including left/right orientation. They will read numbers out of sequence and sometimes do operations backwards. They also become confused on the sequences of past or future events
• Students typically have problems with mathematics concepts in word problems, confuse similar numbers (e.g., 7 and 9; 3 and 8), and have difficulty using a calculator.
• It is common for students with dyscalculia to have normal or accelerated language acquisition: verbal, reading, writing, and good visual memory for the printed word. They are typically good in the areas of science (until a level requiring higher mathematics skills is reached), geometry (figures with logic not formulas), and creative arts.
• Students have difficulty with the abstract concepts of time and direction (e.g. inability to recall schedules, and unable to keep track of time). They may be chronically late.
• Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.
• Students have inconsistent results in addition, subtraction, multiplication and division. Students have poor mental mathematics ability. They are poor with money and credit and cannot do financial planning or budgeting (e.g. balancing a checkbook). Short term, not long term financial thinking. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc
• When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.
• Inability to grasp and remember mathematics concepts, rules formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long-term memory (retention & retrieval) of concept mastery. Students understand material as they are being shown it, but when they must retrieve the information they become confused and are unable to do so. They may be able to perform mathematics operations one day, but draw a blank the next. May be able to do book work but can fails all tests and quizzes.
• May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.
• Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.
• May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences rules for playing sports.
• Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.

MITIGATIVE STRATEGIES

Although dyscalculia may be difficult to diagnose, there are strategies that teachers and parents should know about to aid students in learning mathematics.

1. Encourage students to work extra hard to "visualize" mathematics problems. Draw them or have them draw a picture to help understand the problem, and make sure that they take the time to look at any visual information that is provided (picture, chart, graph, etc.)

2. Have the student read problems out loud and listen very carefully. This allows them to use their auditory skills (which may be strength).

3. Provide examples and try to relate problems to real-life situations.

4. Provide younger students with graph paper and encourage them to use it in order to keep the numbers in line.

5. Provide uncluttered worksheets so that the student is not overwhelmed by too much visual information (visual pollution). Especially on tests, allow scrap paper with lines and ample room for uncluttered computation.

6. Discalculia students must spend extra time memorizing mathematics facts. Repetition is very important. Use rhythm or music to help memorize.

7. Many students need one-on-one attention to fully grasp certain concepts. Have students work with a tutor, a parent, or a teacher after school hours in a one-on-one environment.

8. If possible, allow the student to take the exam on a one-to-one basis in the teacher's presence.

9. The student might like instant answers and a chance to do the problem over once s/he is wrong. Often their mistakes are the result of "seeing" the problem wrong.

10. In early stages, design the test problems "pure," testing only the required skills. In their early learning, they must be free of large numbers and unnecessary destructive calculations.

11. Allow more than the "common" time to complete problems and check to see that student is not panicking (tears in eyes, mind frozen).

12. Most importantly, be PATIENT! Never forget that the student WANTS to learn and retain. Realize that mathematics can be a traumatic experience and is highly emotional because of past failures. The slightest misunderstanding or break in logic can overwhelm the student and cause emotional distress. Pity will not help, but patience and individual attention will. It is typical for students to work with until they know the material well and then get every problem wrong on the test. Then 5 minutes later, they can perform the test with just the teacher, on the chalkboard, and many times get all problems correct. Remember that this is very frustrating for the teacher/parent as well as the student. Patience is essential.

13. Assign extra problems for practice and maybe a special TA (teaching assistant) or special education is assigned to assist the affected student.

14. When presenting new material, make sure the student with discalculia is able to write each step down and talk it through until they understand it well enough to teach it back to you.

15. Go over the upcoming lesson with so that the lecture is more of a review.

TECHNOLOGY AND REOURCES

The technology for remediating and accommodating persons with mathematics disabilities has not developed as readily as the technology for reading and writing. However, the technology, which is available now, can provide beneficial assistance for some problems.

The limited technology can be of help, especially to those who have problems writing numbers down in the correct order. The most common currently available tools include the following:

• hand-held calculators that can help a learner who has problems writing numbers in the correct order;
• talking calculators that vocalize data and resulting calculations through speech synthesis;
• special-feature calculators that enable the user to select options to speak and simultaneously display numbers, functions, entire equations, and results;
• on screen computer calculator programs with speech synthesis;
• large display screens for calculators and adding machines;
• color coding for maintaining columns;
• big number buttons and large keypads;
• textbooks on CD-ROM and video-taped mathematics lessons

Computer-assisted instruction (CAI) mathematics courses (instruction targeted to special students) are being developed. These are particularly helpful to the user with learning disabilities if the learning is reinforced with voice output. Here are some computer programs that may be helpful for mathematical learning.

For description of computer programs available for help mitigating Dyscalculia, including system requirements, and approximate costs, click on the web link at the top, and scroll down to the end of the Technology & Resources section.