Infographic summarizing the CIFT (Cortical Informational Field Theory) hypothesis for developmental dyscalculia in adults. The principal alteration occurs at the Q1→Q2 cortical cascade transition — the transformation of visual information into magnitude representations in the parietal cortex (IPS anterior right) — generating inefficient propagation toward associative and executive levels. Reference study: Bulthé et al. (2019),
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Dyscalculia is a learning difficulty that affects an individual’s ability to do basic arithmetic such as addition, subtraction, multiplication and division. Adults with dyscalculia often take longer when working with numbers and may be more prone to making mistakes in calculations.
They can also experience higher levels of anxiety and frustration. It may be harder for adults with dyscalculia to learn and recall math facts, such as times tables.
Estimation skills can also be affected. Dyscalculia is not a reflection of low intelligence, nor does it mean an adult will not be successful working through higher order mathematical reasoning. However, many people with dyscalculia believe they are simply bad at math.
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As parents, we constantly observe our children, celebrating their triumphs and navigating their struggles. When it comes to learning, some challenges are fleeting, while others seem to persist, leaving us wondering if there’s something more profound at play. If your child consistently struggles with math, despite effort and support, you might find yourself asking: “Could it be dyscalculia?”
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Take this free Dyscalculia Test to assess your number sense, spatial awareness, and calculation skills. Discover if your struggles are due to a specific learning difference.
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