Wonderful study that shows real differences between the brains of typical developing children and those with developmental dyscalculia.
we did find significant differences in regions-of-interest tracts which had previously been related to math ability in children. The major findings of our study were reduced white matter coherence and shorter tract lengths of the left superior longitudinal/arcuate fasciculus and left anterior thalamic radiation in the DD group. Furthermore, lower white matter coherence and shorter pathways corresponded with the lower math performance as a result of the correlation analyses. These results from regional analyses indicate that learning, memory and language-related pathways in the left hemisphere might underlie DD.
Considering that difficulties in reading clocks in early classes can be an early indicator of dyscalculia, classroom teachers may need to pay close attention to the difficulties experienced by six and seven-year-old children (Burny et al., 2012). In addition, considering the procedural, semantic, and spatial difficulties experienced by dyscalculic children, certain adaptations can be made to make it easier for them to learn to read clocks.
Students with an abacus course demonstrated better performance in arithmetic computation and spatial short-term memory after controlling for age, gender, grade, and other basic cognitive abilities. The results suggest that the abacus course could be an effective tool for DD intervention in natural education settings.
It’s been known that dyslexia could affect the reading of non-language symbols like dyscalculia is the difficulty reading and understanding mathematical symbols. Although recent research supports the fact dyslexia and dyscalculia as separate conditions with unique causes they definitely are similar conditions. If the brain can process words and mathematical symbols differently, then it leaves the question of why not musical symbols too?
FUNCTIONAL MATHEMATICS: PROBLEMS AND INTERVENTION OF DYSCALCULIC ELEMENTARY SCHOOL STUDENTS
There is no significant difference between the scores of Pre-test and Post-test on dyscalculic VIIIth grade students with regard to functional mathematics dimension.
There is a significant impact of the Intervention Program on the mathematical performance of dyscalculic VIIIth grade students on mathematical disability: Functional mathematics.
The trend in the means for Pre-test (9.66) and for the Post-test (14.66) shows that intervention program improved the performance of VIIIth grade student in Post-test as compared to Pre-test scores on functional mathematics dimension.
See the interesting article about how important the spatial reasoning along with mathematical modeling is in early childhood.
Curriculum should include ways to promote spatial reasoning through mathematical modeling to develop students’ conceptual understandings . Mathematical tasks should include both traditional and nontraditional equations The use of mathematical modeling should connect through a progression of enactive models, iconic models, and formal, symbolic models. Iconic models are one way to introduce spatial reasoning tasks and can be integrated throughout the instructional year to increase students’ flexibility with the structure of equations and mathematical competency.
Yes new research has shown that parents can assess numeracy but are not so great when it gets down to rating the actual cognitive skills. Yet this is important research as it shows us a way to be able to assess numeracy in large groups of children when other means of researching them in a timely matter would not be available.
We are looking at a report by Ann Dowker from the University of Oxford and she makes great observations about the What Works for Children with Mathematical Difficulties?
Arithmetic is not a single entity, but is made up of many components. These include knowledge of arithmetical facts; ability to carry out arithmetical procedures; understanding and using arithmetical principles such as commutativity and associativity; estimation; knowledge of mathematical knowledge; applying arithmetic to the solution of word problems and practical problems; etc. Experimental and educational findings with typically developing children, adults with brain damage, and children with mathematical difficulties have shown that it is possible for individuals to show marked discrepancies between almost any two possible components of arithmetic.
Interventions can take place successfully at any time. However, it is desirable that interventions should take place at an early stage, partly because mathematical difficulties can affect performance in other aspects of the curriculum, and partly to prevent the development of negative attitudes and mathematics anxiety. Crucially when planning interventions, it is important to take account of the overwhelming evidence that arithmetical ability is not unitary. It is made up of many components, ranging from knowledge of the counting sequence to estimation to solving word problems. Weaknesses in any one of them can occur relatively independently of weaknesses in the others. Thus, interventions that focus on the particular components with which an individual child has difficulty are likely to be most effective.
The environments we create and the experiences we provide for young children and their families not only affect the developing brain but also many other physiological systems. Biological systems like the brain and the autonomic nervous system, immune system, heart and gut interact with each other and with the environment and environmental stress negatively influences all of them. Remediation may be possible at any age but outcomes are better and easier to achieve when interventions are provided earlier and more cost effective than trying to fix them later.
Given that dyscalculia is a very heterogeneous deficit, studies examining dyscalculia should consider exploring deficits in WM because the whole group of children with dyscalculia seems to contain at least two subpopulations that differ in their calculation process.
We know that people who can easily work with both actual quantities like objects or dots and with written arabic numerals and can also easily translate between them so between the non symbolic and symbolic information, have good math skills. Reason to look into the question how the brain codes numbers like 2, 4, 6, 8 if brain sources are used for both symbolic and nonsymbolic information or that they is located in separate spots. Researchers from Western University in Canada and VanderBilt, Nashville did an fMRI study with 139 healthy adults. They used a 7 Tesla machine, which is very powerful so a great signal noise quality. They found that for specific numbers, like 4 and 6, the same neural resource was used to code for quantities of dots and written arabic numerals and also that both the left and right parietal lobes were active, also the dorsolateral prefrontal cortex and that the process is specific to individual numbers in multiple formats. Not everything can be unraveled yet and how this relates to math performance and that there are individual differences in working with symbolic and non-symbolic numbers depending on their math skills
Even before the current pandemic started, this research was done to see if children with Dyscalculia who are being taught by teachers with the use of technology learned better than the ones who were being taught traditionally.
It is probably also dependent on what technology and they used the Geogebra software package here, but the outcome shows that it would be wise to embrace technology when working with children who have dyscalculia.
MathFun is a mobile app created by the mobile app developer while following the Calculic Model approach for Malaysia Dyscalculia children. The outcomes of this paper view on the effectiveness of the model towards building a mobile application for these children. Usability was performed in order to assess the usability and verifying the effectiveness of MathFun. This study involved 3 teachers and three children. Descriptive analysis was performed from the collected data. Based on the outcome, it’s shows that by using the suggested model there is an increased in the acceptance and usability of the application by the children.
Rizawati Rohizan et al 2020 J. Phys.: Conf. Ser.1712 012031
Dyscalculia is one of the less well-known learning problems in mathematics due to lack of exposure and study. Children with dyscalculia usually face arithmetic and symbolic number comparison issues, with about 3-6 percent of individuals affected. The lack of wide-ranging study and inconsistency in the condition’s characterizations through studies have impeded progress in identifying the root causes of dyscalculia and how best to handle it. This problem can be more serious because it can prolong up to adulthood. Therefore, this paper will discuss the general aspects related to dyscalculia problems and their effects on children in their lives. This paper also explains the signs and symptoms that are needed to understand children who may have dyscalculia. Finally, this paper discusses what treatments or methods can be used significantly to help children improve their mastery and mathematical skills,
 Muhammad Sofwan Mahmud , Mohd Syazwan Zainal , Roslinda Rosli , Siti Mistima Maat , “Dyscalculia: What We Must Know about Students’ Learning Disability in Mathematics?,” Universal Journal of Educational Research, Vol. 8, No. 12B, pp. 8214 – 8222, 2020. DOI: 10.13189/ujer.2020.082625.
The results of this large study show no significant impact of the home math environment on the children’s numerical and patterning skills. However the authors remark the following:
One explanation for these findings might relate to the characteristics of the general preschool system in the country of the present study (Belgium). Future studies should consider the effect of the preschool learning environment because it might explain differences between studies and countries with regard to the home math environment and its association with mathematical skills.
De Keyser L, Bakker M, Rathé S, Wijns N, Torbeyns J, Verschaffel L and De Smedt B (2020) No Association Between the Home Math Environment and Numerical and Patterning Skills in a Large and Diverse Sample of 5- to 6-year-olds. Front. Psychol. 11:547626. doi: 10.3389/fpsyg.2020.547626
Julia studied psychology in Germany, where she received her PhD in 2018. Julia is a trained dyscalculia therapist allowing her to both put her theoretical knowledge into practice and to feed research and teaching with questions and input resulting from the work with children, learning therapists, instructors and parents.
Amongst other things we spoke about:
Number-words in different languages and the impact it can have on students’ early grasp of number and place value – wait until you hear about German!
What are the implications for teachers who teach students for whom English is not their first language?
Interesting new study will be started, here is their brief:
Retrieval might not be the optimum strategy in mental arithmetic. In fact, expert adults would rather solve simple problems such as 3 + 2 by automated and unconscious procedures. Therefore, we hypothesize that children with dyscalculia might not present deficit in retrieval but, instead, in counting procedure automatization. The aim of the current project is to test this challenging position.
The research in the attached document coming from Nepal shows that the lack of knowledge about Dyscalculia among teachers is wide spread. One reason more to emphasizse the need for Dyscalculia Awareness. We have a training online which does not take too much time but gives a great introduction. Find it HERE
A study from Pakistan confirmed the comorbidity of the various learning disabilities. Which goes to show that many of the people having to deal with one of them are also usually dealing with one of two more disabilities. See the study in the link for details.
Different learning difficulties do not correspond to specific regions of the brain, as previously thought, say researchers at the University of Cambridge. Instead, poor connectivity between ‘hubs’ within the brain is much more strongly related to children’s difficulties.
Researchers have shown that children with Developmental Dyscalculia got better at solving multiplication problems and that brain activation changed after a two-week training using an interactive learning platform. Importantly, the different brain activation changes in children with Developmental Dyscalculia observed in our study once again confirms that we need to study this population as information about this disorder cannot simply be inferred from studies with typical developing children.
Visual perception has been found to be a critical factor for reading comprehension and arithmetic computation in separate lines of research with different measures of visual form perception. The current study of 1099 Chinese elementary school students investigated whether the same visual form perception (assessed by a geometric figure matching task) underlies both reading comprehension and arithmetic computation. The results showed that visual form perception had close relations with both reading comprehension and arithmetic computation, even after controlling for age, gender, and cognitive factors such as processing speed, attention, working memory, visuo-spatial processing, and general intelligence.
Cui J, Zhang Y, Wan S, Chen C, Zeng J, Zhou X. Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition. 2019;189:141-154. doi:10.1016/j.cognition.2019.03.014
According to some researchers at the University of Upsala it is. They have found that the brain of the people with Dyscalculia and Dyslexia basically work in the same manner and so they claim that Dyscalculia is not a learning disability in itself but a version of Dyslexia.
This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11–13 years old): a group with arithmetic fact dyscalculia (AFD) and a group with general dyscalculia (GD).
Number Processing and Heterogeneity of Developmental Dyscalculia
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