Category Archives: Dyscalculia Overview

What if it is NOT dyscalculia?

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Do you, or someone you know, find maths challenging? You may have thought about dyscalculia, particularly as the Dyscalculia Network is so good at raising awareness. However, there are many reasons why someone might find maths difficult, and it’s important that these difficulties don’t get overlooked.

In this post, I try to explain the wide range of causes behind maths difficulties, how they can overlap, and how understanding these different challenges is key to getting the appropriate help.

Read the whole post HERE

Fixing Dyscalculia with an Arduino

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Dyscalculia, a significant obstacle in the mastery of mathematics that affects the understanding and application of numerical concepts, is the focus of this project. Using Arduino, an interactive calculator designed to address this challenge in mathematical learning is explicitly developed. The project seeks to provide an educational tool for children with dyscalculia, allowing them to enter numbers and operations and receive feedback through an LED display. Inspired by the importance of creativity in education, the project seeks to cultivate imagination in the mathematical learning process, citing Einstein and Ken Robinson as referents of this philosophy. The project aims to address dyscalculia from a perspective that recognizes the importance of action and diversity of skills in mathematical learning. 

Read all about it HERE

Understanding the different types of learning disabilities

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Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence

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Recent studies suggest that poor numerosity judgments might stem from stronger interference from non‐numerical visual information, in line with alternative accounts that highlight impairments in executive functions and visuospatial abilities in the etiology of dyscalculia. To resolve this debate, we used a psychophysical method designed to disentangle the contribution of numerical and non‐numerical features to explicit numerosity judgments in a dot comparison task and we assessed the relative saliency of numerosity in a spontaneous categorization task. Children with dyscalculia were compared to control children with average mathematical skills matched for age, IQ, and visuospatial memory. In the comparison task, the lower accuracy of dyscalculics compared to controls was linked to weaker encoding of numerosity, but not to the strength of non‐numerical biases. Similarly, in the spontaneous categorization task, children with dyscalculia showed a weaker number‐based categorization compared to the control group, with no evidence of a stronger influence of non‐numerical information on category choice. Simulations with a neurocomputational model of numerosity perception showed that the reduction of representational resources affected the progressive refinement of number acuity, with little effect on non‐numerical bias in numerosity judgments. Together, these results suggest that impaired numerosity perception in dyscalculia cannot be explained by increased interference from non‐numerical visual cues, thereby supporting the hypothesis of a core number sense deficit.

See the study HERE

How NLP, Hypnosis, and Time Line Therapy® Can Help You Overcome Dyscalculia

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For individuals dealing with dyscalculia, the experience can be discouraging, especially in educational environments where numeracy skills are essential. However, this ought not to be, at least not after the advent of powerful, holistic, therapeutic techniques such as Neuro-Linguistic Programming (NLP), Hypnosis, and Time Line Therapy® (TLT) that provide strategies for addressing diverse emotional and mental factors that can trigger and worsen the severity of dyscalculia.

Read more about it HERE