Category Archives: Dyscalculia Overview
Dyscalculia in Pakistan:
There is a disproportionate occurrence of this disease in girls, almost 2% more than boys, while among individuals with any learning disability, 45% have dyscalculia along with it. These statistics are quoted from recent epidemiological research conducted in Lahore.
Many people feel that when a boy faces some difficulty with math, he will be reassured and tutored. However, when a girl faces the same situation, it’s taken as an opportunity to rid her of her studies and hand over domestic chores to her. Even if Pakistan is actively combating sexism, society misuses the circumstances of girls like Ameenah to prove their stereotypes right; many will put forward baseless claims, such as being a girl makes you inferior to men when it comes to intelligence. Before such blatantly ignorant ideas of people crush the confidence and integrity of women, drastic steps have to be taken.
After much pleading by Ameenah, her parents arranged for her a private teacher, Sarah. A couple of weeks in, the teacher noticed inconsistencies and unusual patterns in Ameenah’s learning. Ameenah easily understood concepts when they were explained verbally, yet somehow forgot the foundations of math the next hour. The teacher, taken aback by such a case, began researching multiple learning disorders. It was only when she discovered dyscalculia that Ameenah saw hope for her otherwise darkening future.
Read more HERE
How to manage time with dyscalculia
What Dyscalculia can look like
Many children struggle with maths.
But for some children, numbers feel confusing in a much deeper way.
Remembering calculations, understanding number order, reading time, or even following maths steps can feel overwhelming.
This is what dyscalculia can look like.
See it HERE
Post from Elsje van Bergen
Parents provide both home environments and genes. Untangling those influences is one of the biggest challenges in developmental research.
➕ In our new preprint, we examined how the home math environment (HME) relates to children’s arithmetic fluency development from Grades 1–3.
🎲 Informal play-based math activities (e.g. games) were linked to stronger arithmetic development, whereas more formal instruction and homework help were linked to poorer outcomes — possibly because parents increase formal support when children struggle.
🧠 We also found that parents who struggle with maths tended to have children who struggle, suggesting that dyscalculia may run in families.
See more HERE