DEFINITION Specific learning difficulty affecting a person’s ability to understand and/or manipulate numbers PARENT’S STRATEGIES

SYMPTHOM  Confusing the signs: +, -, ÷ and x.  Difficulty with everyday tasks like checking change and reading analog clocks.  Inability to comprehend financial planning or budgeting.  Difficult to differentiate between left and right.  Difficulty with mental arithmetic & measurements  Unable to grasp and remember mathematical concepts, rules, formulae, and sequences.  Inability to read a sequence of numbers, or transposing them when repeated, such as turning 56 into 65.  Difficulty in activities requiring sequential processing, from the physical (such as dance steps) to the abstract (reading, writing and signaling things in the right order). CAUSES

 Give a child real-life exposure to how math is a part of everyday life.  Get a tutor or a learning center to provide additional enrichment opportunities.  Praise an children's accomplishments and pay attention to his or her strengths.  Spend extra time with children in memorizing math facts. Use rhythm or music to help memorize.


 Neurological: been associated with lesions to the supramarginal and angular gyri at the junction between the temporal and parietal lobes of the cerebral cortex.  Deficits in working memory: there was a working memory deficit for those who suffered from dyscalculia.  Short term memory being disturbed or reduced, making it difficult to remember calculations.  Congenital or hereditary disorders. Studies show indications of this, but the evidence is not yet concrete.

 Focus attention by putting with wellbehaved student for activity.  Ask children using graph paper to help with alignment on a page or a calculator to check work.  Teachers may also be able to suggest other textbooks, workbooks, or computer programs that may give students more opportunities to practice skills.  Use any visual information that may be provided (picture, chart, graph)  Since math is essentially a form of language using numbers instead of words as symbols, communicate frequently and clearly with a child as to what is needed to do a mathematical problem.  Ask children draw a picture to help understand the problem.  Assessment should involve multiple sources of data (e.g., tests, observations, work samples, interviews) and be done by a team of experts

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