Category Archives: Dyscalculia Overview

Student with dyscalculia denied dispensation for statistics exams

Posted on by

A psychology student requested an exemption from statistics exams because she has dyscalculia. Her request was denied. She appealed this to the highest educational court, which decided against her, according to a ruling from last week.

Read the full story HERE

Developmental Dyscalculiaand the Brain*

Posted on by

Converging evidence is growing that DD is associated with different altera
tions in brain function and brain structure. Recent work in the field of DD has
examined the neural aspects of this learning disorder by means of contemporary
brain imaging techniques such as electrophysiology and magnetic resonance
imaging (MRI). Using these methods (see below), we are able to generate high
resolution anatomical images of our brains, examine fiber tracts, gain metabolic
insights, observe brain activation, or measure temporal processes while partici
pants are performing a numerical task.

Read the full article HERE

Discovering Dyscalculia

Posted on by

Hello, I’m Laura M. Jackson, I write about dyscalculia and learning disability awareness, education, and support for families, individuals, and educators.

Follow Discovering Dyscalculia HERE

How can colleges support students with Dyscalculia?

Posted on by

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.

Read the full article HERE

Early Finger Use as a Markerof Arithmetic Development

Posted on by

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

Read more HERE