The effect of content domain and question format to identify dyscalculia

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Developmental Dyscalculia (DD) is characterised by persistent difficulties in learning mathematical skills, which usually becomes apparent in the early years of schooling. Traditionally, DD is known to affect children’s arithmetic processing, whilst other domains of mathematics receive much less research attention. Nevertheless, contemporary diagnostic guidelines suggest that DD is linked to widespread and diverse difficulties, both within and outside of the domain of numbers. This study examined the performance (i.e., accuracy and number of questions attempted) of children on a curriculum-based mathematics assessment, considering the effect of content domains, question format (i.e., multiple-choice questions vs. constructed response questions) and test half. 

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Dyscalculia in the mud

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Teaching outside helps kids with dyscalculia engage in hands-on, real-world math experiences, making abstract concepts more tangible and easier to grasp.

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New Short Film about dyscalculia

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At just 18, Olivia Louise Curto is making waves in Irish cinema with her latest short film, “My Way,” premiering at the Dublin International Film Festival (DIFF) on February 28.

Shot entirely in Leitrim, the film follows Evelyn, a 9-year-old girl with dyscalculia who discovers an unconventional way to understand maths—through patterns in nature. Inspired by Olivia’s own experiences with dyscalculia, the film challenges traditional ideas of intelligence and learning.

A rising talent in filmmaking, Olivia’s work has already earned awards, and “My Way” will soon be available on RTÉ Player!

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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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Unrecognized dyscalculia causes trouble in HS and college

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See the consequences below of not recognizing Dyscalculia now mentioned on X. Make sure you do not make that mistake, https://dyscalculiaawareness.org https://adultdyscalculia.org