Category Archives: Dyscalculia Overview

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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Dyscalculia in Math Curriculums: A Hidden Need

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Unpopular opinion in edtech and education: People who love math, teach math. People who love to teach math or who love math, write math curriculums. They see education from their mathematical perspective. It makes sense. They love math, it is their passion, they see a need and fill the void as they see best. There is a thought amongst math innovators and curriculums that math is natural, that math is logical, that math is inherent and therefore it is for everyone and everyone has a part of their brain that is mathematical. Here’s the big problem: there is a percentage of the population where this is not true. There are people in the world who do not see the patterns, for whom math is a jumbled mess of gobblygook, for whom the portions of the brain that understands math is a mess of neurons. There are people who do not have an intrinsic number sense, who do not have an ingrained sense of time or who cannot understand where they are in a map or in the world. These people have a disorder called Dyscalculia.

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