The effect of a gross motorintervention program forchildren 10-11 years with DCD

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Since disabilities involving math can be so different, the effects they have on a person’s
development can be just as different. For instance, a person who has trouble processing language
will face different challenges in math than a person who has difficulty with visual-spatial
relationships. Another person with trouble remembering facts and keeping a sequence of steps in
order will have yet a different set of math-related challenges to overcome.

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Romanian screening instrument for dyscalculia

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The current study is a pilot test of a screening instrument aimed at flagging children at-risk for dyscalculia. The screening test is designed so that it can be applied by any teacher with minimal instruction and financial investment and it is based on Number Sense battery, NUCALC battery and, first of all, romanian mathematical curriculum. Out of the 45 students from Bucharest (8-11 years) participating in this study, ten scored under the cut-off point of 10, three of which scored under 5. All these children, deemed at risk for dyscalculia, scored above the threshold for mental delay on two IQ tests.

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What works for children with mathematical difficulties? The effectiveness of intervention schemes

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The purpose of this new independent research review is to update the detailed research report by Dr Ann Dowker published by the Department for Education and Skills (DfES) in June 2004, ‘What works for children with mathematical difficulties’ (DfES Research Report RR 554). This report examined the status of interventions for children with mathematical difficulties. At that time, there was relatively little work in that area compared, for example, with work on interventions for literacy difficulties (Brooks, 2002). The review reported the evidence concerning the incidence and nature of mathematical difficulties, and the history and current state of interventions for such difficulties.

This new report focuses on the subsequent development and use of intervention materials and programmes within the UK since 2004. It does not discuss the earlier history (for which the reader is referred to the earlier review);

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Adaptive Computer Assisted Instruction (CAI) for Students with Dyscalculia

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Dyscalculia refers to a persistent difficulty in the learning or understanding of number concepts (e.g.4>5), counting principles (e.g.cardinality–that the last word tag, such as “four”, stands for the number of counted objects), orarithmetic (e.g.remembering that 2+3=“5”). These difficulties are often called amathematical disability. Learning-disability (LD) students face difficulties in processing and retaining information and thus have problems in timekeeping up with classroom instruction. It follows that students with dyscalculia may have difficulty with numerical operations, both interms of understanding the process of the operation and in carrying out the procedure.

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Research into dyscalculia doesn’t add up

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An international paper has called for a greater research focus on dyscalculia, the mathematical equivalent of dyslexia, saying it could lift economic growth.

Dyscalculia is estimated to affect up to seven per cent of the population, making it as common as dyslexia.

But, in a review published today in the journal Science, lead author Professor Brian Butterworth, of the University College London, and colleagues label the disorder a “poor cousin” of its literary stablemate.

“The relative poverty of dyscalculia funding is clear from the figures. Since 2000, the National Institute of Health has spent US$107.2 million (AU$100 million) funding dyslexia research but only US$2.3 million (AU$2.16 million) on dyscalculia,” they write.

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