How can colleges support students with Dyscalculia?

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Dyscalculia affects an estimated 4% to 7% of students, yet it remains significantly less recognized than other learning difficulties like dyslexia. This lack of awareness often leads many students to navigate higher education without formal support. Here, we explore how colleges can implement proactive strategies to support students with dyscalculia, particularly within STEM subjects.

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Direct effects of dyscalculia on executive functions

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Dyscalculia, a specific learning disability in mathematics, is linked to deficits in executive functions, yet integrative studies in Arabic-speaking contexts remain scarce. This study examined working memory, inhibition, and cognitive flexibility collectively in children with dyscalculia. Using 64 children (32 per group), advanced techniques including Ridge regression, PCA, and ROC analysis assessed these functions. Both groups demonstrated average intelligence (Raven’s Progressive Matrices), with the dyscalculia group showing profound mathematical deficits across nine arithmetic domains. 

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Early Finger Use as a Markerof Arithmetic Development

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Finger counting is recognized as a valuable tool that supports young
children in performing arithmetic tasks. However, concerns have been
raised about whether this practice traps children in immature proce
dures and hinders the later development of more efficient and inter
nalized strategies. This longitudinal study, conducted with 165 French-
speaking Swiss children (predominantly white; 88 girls) aged 4½ and
followed every six months over three years, is the first to provide
evidence that such concerns is unfounded. Indeed, by the age of 7½,
children who had used their fingers to solve addition problems early in
development did not perform worse than the rare children who were
never observed using their fingers during the study. On the contrary,
the earlier children began using their fingers, the earlier they transi
tioned to accurate mental strategies. These results are compatible with
a developmental model in which finger counting acts as a scaffold for
the acquisition of more advanced strategies, ultimately facilitating the
shift to efficient mental arithmetic. At the very least, our findings show
that finger counting is not an obstacle to children’s progression
toward mental strategies

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Math Learning Gaps Allow Students to Advance Without True Understanding

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MindBridge Math Mastery, a U.S.-based educational services organization specializing in conceptual math instruction, is issuing new guidance regarding widespread math learning gaps that allow students to advance academically without developing true understanding. Founded and led by educational clinician Susan Ardila, M.Ed., the organization reports that these gaps frequently remain undetected for years, particularly among students who rely on memorization to compensate for missing foundational concepts, leading to increased frustration and academic difficulty as math becomes more complex.

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Understanding Dyscalculia — What Causes Dyscalculia Understanding Genetic Neurological and Environmental Factors

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By exploring what leads to dyscalculia, you’ll gain valuable insights into this often-misunderstood condition and learn how it impacts those who experience it. Let’s dive into the key factors that contribute to this unique learning difference.

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