Category Archives: Research

They are not rude, they are neurodivergent

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11 Behaviors That Seem Rude But Are Actually Signs Of Neurodivergence, According To Research

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Dyslexia more than 100 times more likely to be diagnosed than maths-learning disorder

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Researchers in Northern Ireland have found that many children are suffering from an undiagnosed developmental condition which affects their ability to learn maths.

A team of academics at Queen’s University Belfast who examined the performance of more than 2,400 primary schoolchildren found that some 112 children had a specific learning disorder in maths.

However, just one of these children was diagnosed with a specific maths-learning disorder, also known as dyscalculia.

The prevalence of the condition is thought to be similar to dyslexia, though there is far less awareness of it.

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Teaching reasoning strategies to dyscalculic students with low working memory level

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Dyscalculic students believe they need to memorize mathematical facts. This is due to their inability to think flexibly and their lack of knowledge about the possibility of performing operations by structuring numbers. So, the aim of this study is to teach dyscalculic students to use reasoning strategies. The study employed an instructional experiment, a research design that enables the investigation of how mental processes evolve in student-friendly learning environments. Six fifth-grade middle school dyscalculic students participated. Before the implementation, we observed that none of the students employed reasoning strategies. Over a six-week period, the application included activities aimed at teaching reasoning strategies for dyscalculic students. The implementation resulted in students’ ability to understand the relationships between numbers in addition and subtraction operations and employ various strategies during these operations. This result suggests that applying appropriate interventions to dyscalculic students can lead to significant progress and the acquisition of reasoning strategies.

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The Mental Number Line in Dyscalculia: Impaired Number Sense or Access from Symbolic Numbers?

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Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a physical number line. However, it remains unclear whether they have a deficit with the mental number line per se or a deficit with accessing it from nonsymbolic and/or symbolic numbers. Quebec French-speaking 8- to 9-year-old children with (24) and without (37) dyscalculia were assessed with transcoding tasks (“number-to-position” and “position-to-number”) designed to assess the acuity of the mental number line with Arabic and spoken numbers as well as with analogic numerosities. Results showed that children with dyscalculia produced a larger percentage absolute error than children without mathematics difficulties in every task except the number-to-position transcoding task with analogic numerosities. Hence, these results suggested that children with dyscalculia do not have a general deficit of the mental number line but rather a deficit with accessing it from symbolic numbers.

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