This work presents a mapping of scientific productions that have the theme of Developmental Discalculia. It aims to verify how these productions approach pedagogical and psychopedagogical interventions with people who might have this disorder.
Read the abstract HERE
The good news is that once parents and teachers know the red flags, dyscalculia can be much easier to recognize and address. With the right approach, students can completely change the way they think about math and, more importantly, the way they think about themselves.
Read more HERE
@prossyseguya2 What you just saw is an example of how a child with dyscalculia may experience a simple addition problem differently. For some children, a question like 7 + 5 may be answered quickly. But a child with dyscalculia may need more time, use their fingers, count repeatedly, or struggle to recall the answer. This is not necessarily because the child is lazy, careless, or not intelligent. Dyscalculia is a specific learning difficulty that affects mathematical and number-related skills. And remember: struggling with one maths question does not mean a child has dyscalculia. What matters is a persistent pattern of difficulty that affects learning and everyday activities. Instead of saying, “You should know this by now,” try asking, “How can I help you understand it?” ❤️ Autismwithprossy #creatorsearchinsights #viral #Dyscalculia #LearningDifficulties #CapCut
♬ Success Inspirational – StereojamMusic
What does a wall do? It interrupts movement. What does a door do? It regulates passage: it may open, remain locked or allow some people through while keeping others outside.
In their research on adults’ mathematics life histories1, Coben and Thumpston identified two recurring images: the brick wall and the door. In the study, they are separate metaphors. From a dyscalculic perspective, however, it is useful to place them side by side and also examine the relationship between them.
Read more HERE
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