dyscalculia

Dyscalculia: description

The answer to the question “What is dyscalculia?” Is in short: a profound difficulty in dealing with mathematics. Consequently, the dyscalculia is also referred to as dyscalculia. It belongs to the so-called learning disorders. This group of developmental disorders may involve various abilities such as reading, writing or arithmetic – these do not develop “normally”. Background is a defined failure of brain services.

The dyscalculia must be differentiated from a later occurring, acquired Akalkulie (calculating disability). An alkaline calculus occurs, for example, as a result of a stroke.

A mathematical weakness is discovered in almost all cases already in childhood. The dyscalculia definition also includes the fact that poor calculus can not be explained by low education, reduced intelligence or sensory disturbances such as deafness. Dyscalculia is thus characterized by a mismatch of expected and actual benefits. Affected people have big problems with numbers and quantities. This will make it difficult or even impossible for them to capture simple invoices. On the other hand, problems that become apparent only with higher mathematical requirements are generally incompatible with a dyscalculia.

Due to the dyscalculia not only the achievements in mathematics, but also in physics or chemistry lessons are weak. Affected children often have problems in everyday situations such as reading the clock.

Combination with other disorders

In addition to dyscalculia, many sufferers still have other disorders, especially combined reading-spelling disorders or an attention deficit syndrome (ADHD). Studies in the US show that over 50 percent of children with reading disabilities also show poor mathematical performance. Conversely, more than 40 percent of children with dyscalculia also had signs of reading difficulties.

Dyscalculia: frequency
In Germany, between three and seven percent of children and adolescents have a dyscalculia. Girls are affected more often than boys.

Interestingly enough, the mathematical dysfunction in American children is more common than in Germany. Maybe differences in the school system are partly responsible for this.

Dyscalculia: symptoms

In a dyscalculia sufferers have no or wrong ideas of calculation steps. The handling of the decimal system also presents the children with significant difficulties. Numbers are not understood as quantities, but as a symbol. That’s why pay-diners often sneak in. However, there is no clear symptom combination that defines dyscalculia.

Usually, the dyscalculia falls on the fact that the affected children can no longer follow the lessons and drop their benefits. Although there may already be indications of a present dyscalculia in the kindergarten age, a mathematical weakness can initially go unnoticed even at school age.

If, on the other hand, there are problems with numbers in a new-school student, this does not necessarily mean that there is a dyscalculia: around one-third of the children who have difficulty with numbers in the first school year achieve average performance in the following years and thus have no dyscalculia. However, if a calculation weakness becomes obvious later, especially after the fifth grade, it usually does not disappear by itself.

Dyscalculia symptoms in kindergarten or preschool

Even at kindergarten age there may be evidence of an increased risk of dyscalculia. However, recognizing a dyscalculia is not always easy at this age. Possible signs at this age may be problems with ratios and counting. Even getting into the handling of units (such as weight) and the decimal system is difficult.

Dyscalculia Symptoms in Primary School

In elementary school, dyscalculia is often more noticeable. In contrast to classmates affected children show knowledge gaps when dealing with numbers, such as when it comes to writing or naming numbers. Mathematical calculations are hardly understood. This is what teachers usually realize that these children need much more time than their peers. To solve the arithmetic problems tools such as finger counting are also used. Dealing with quantities is also much more difficult in dyscalculia. In addition, arithmetic is often confused.

Dyscalculia symptoms in everyday life

In addition to the weak math achievements in school arise for children with dyscalculia in everyday life, a variety of difficulties. For example, reading the clock and dealing with money can be a major challenge for those affected.

Mental stress

The experience of those affected by dyscalculia often results in problematic behaviors and conspicuous problem avoidance behavior. On the one hand, the children often withdraw and develop (examination) anxiety, depressive symptoms and somatic complaints. Somatic complaints are physical symptoms such as headache or abdominal pain, for which no organic cause can be found.

On the other hand, attention deficits, delinquent and aggressive behavior can develop. Statistically, children with dyscalculia are more likely to have mental symptoms than unaffected children. Overall, the dyscalculia leads to a very high mental burden for the children.

In addition, the symptoms of possibly existing comorbidities such as ADHD, depression, anxiety disorders or disorders of social behavior.

Dyscalculia: causes and risk factors

The handling of numbers and mathematical calculations places high demands on the child’s brain, which is developing and constructing ever more complex neural networks. Researchers assume that a basic mathematical understanding is innate. Already in the first week of life, small quantities can usually be distinguished.

Mathematical skills are independent of language skills or intelligence. They are an independent part of thinking. Nevertheless, it is clear that the processing of mathematical tasks is not completely detached from language. It is therefore necessary to recognize and understand the mathematical terminology. Reading spelling disorders complicate this process and are therefore often associated with a dyscalculia.

There are a variety of models that try to explain the dyscalculia causes. They take into account the individual steps required to capture mathematical processes. The basis is the understanding of a mathematical problem and suitable problem-solving strategies. This includes the processing of logical processes with an understanding of details, but also the ability to learn and to have a sufficient working memory. In order to be able to visualize especially geometric tasks, a good visual-spatial imagination must also exist.

Dyscalculia causes so far unclear

To date, it is quite unclear how and why exactly a computer trouble arises. In studies, a subactivity of the brain regions responsible for arithmetic could be shown. This also explains that those affected include numbers such as “empty words” to which they can not assign any further meaning. To calculate, several areas of the brain must be used. Scientists suspect that a developmental and activity disorder in these regions is responsible for the “math problem”.

Studies with families and twins also suggest that dyscalculia is inheritable to some extent. About 45 percent of those affected have relatives with learning disabilities. However, a specific gene that could be responsible for the disorder has not been identified. Even in the context of genetic diseases such as Turner syndrome or phenylketonuria dyscalculia may occur.

Early childhood brain disorders and epilepsy can also trigger a calculation weakness. In addition, psychosocial and didactic factors play an important role.

Dyscalculia: examinations and diagnosis

A dyscalculia should be diagnosed as early as possible, so that the affected child can receive appropriate support in addition to school lessons. Only in this way can gaps in knowledge be quickly closed, and the child does not lose touch with the lesson.

But even before school age, ie in kindergarten, there may be indications of a risk of dyscalculia. These include abnormalities when dealing with basic mathematical tasks. Often, these initial difficulties but also again.

In the diagnosis of school age, the teachers should necessarily be included. They can use their experience to identify and analyze child weaknesses. Often the teachers are not only subject to technical limitations but also disorders of social behavior.

Diagnostic conversation

Specialists in learning disabilities are child and adolescent psychiatrists or psychotherapists. To initiate the diagnostic interview, it is important that both the parents and the affected child are asked about the computational weakness. Often, misunderstandings must already be clarified at this point.

The child should describe how it feels the dyscalculia and what difficulties from his point of view exist. The examiner can then estimate what burdens result from the calculation weakness.

Afterwards, the parents are discussed in detail about the dyscalculia symptoms of the child. Also possible linguistic and motor development disorders should be discussed. There may also be mental stress that reduces the child’s drive. Lastly, the family situation should be analyzed in detail to identify any family burdens. Finally, the question must be clarified whether measures against the dyscalculia have already been initiated or carried out.

School report

The basis for the investigation is the survey of learning and school development. This includes the report of the school. This report should cover all academic areas, including the child’s motivation, as, for example, weak language skills may be associated with dyscalculia. Also, frequent class and school changes are a risk factor for academic difficulties.

Testing

Experts speak only of dyscalculia, if the mathematical insufficiency despite sufficient school attendance and “normal” intelligence exists. To clarify this, various tests are performed. Read more in the article Dyscalculia Tests!

Physical examination

In-depth physical examination is important to detect any neurological or sensory deficits such as attention deficits, speech problems, memory impairment, and visual-spatial weakness. Particular attention should be paid to visual and hearing difficulties.

Requirements for the diagnosis “dyscalculia”
The diagnosis of dyscalculia can be finalized if the following criteria are met:

• The academic performance is poor or insufficient.
• In standardized calculation tests, a score of less than ten percent is achieved.
• The intelligence quotient is greater than 70.
• The difference between the results of the calculation tests and the intelligence quotient are clear.
• The dyscalculia has already occurred before the sixth grade.

Basically, it must always be found out whether the dyscalculia has developed only secondarily because of a reading-spelling weakness. Fixing this disturbance could at the same time make the calculation problem disappear.

It also has to be ruled out that the “maths weakness” is only due to a lack of instruction, neurological diseases or emotional disorders. If this is the case, the diagnosis of dyscalculia can be made taking all criteria into account.

Dyscalculia: treatment

Dyscalculia therapy is almost exclusively based on individual and targeted support of the affected child. There are no medical measures, especially no drugs used.

An early start of the treatment – possibly already accompanying to the kindergarten – prevents a too large backlog of performance in relation to classmates. However, this treatment is not exclusively pedagogical, but should also be a psycho-behavioral and behavioral support. Individual support in dyscalculia is therefore based on three pillars:

• Rechentraining
• behavior therapy
• neuropsychological training

Rechentraining

The calculation training can either be based on the curriculum or be detached from it. Read more about the applied methods of exercise in the article Dyscalculia Exercises.

Behavioral and neuropsychological training

Behavioral therapy can show the child problem-solving strategies. The neuropsychological training is intended to improve important brain functions such as memory, attention, language and visual-analytical as well as spatial-constructive thinking.

Individual objective

The aim of the therapy in dyscalculia is that the child constructs his own mathematical thinking and thus also develops a feeling for numbers. This should enable the child to grasp basic mathematics skills in order to best benefit from lessons.

The individual goal depends on the level of learning, existing skills, needs, strengths and difficulties. The focus is on the child’s own strengths and weaknesses. It also implies that in most cases therapy must be given in one-to-one sessions. When choosing a therapist, make sure that they are specialized learning therapists. Although there is no independent job description of the “dyscalculia therapist”, but psychotherapists who specialize in this area.

Understanding and cooperation of the parents

The basis for the proper handling of the dyscalculia is an exact understanding of the disorder. The arithmetic disturbance does not affect the intelligence! But it is important that the relatives understand the implications and consequences of a dyscalculia. This includes, for example, the knowledge that in dyscalculia various psychological factors such as pressure and frustration play a role.

Parents and therapists should work together on the dyscalculia therapy and coordinate the common approach. The task of the parents is the support of their child. The whole family should provide support for the child. This includes showing him his strengths and giving him confidence. Parents should also make it clear to the child that mathematics is not everything in life, but nevertheless has great significance. You can use real-life examples (reading the clock, dealing with money, etc.).

Despite the ever-praised praise, high expectations should not be communicated to the child. For the child, it is also important to emphasize the treatment perspective: The supportive therapy is long-term and can very well help to improve the situation significantly.

School is involved

The school should also be included in the dyscalculia therapy. The basis of successful learning is a good learning environment. It may be possible to make arrangements with the teachers to make it easier for the child to attend lessons. An extension of working hours or a reduction in the number of tasks can make sense. Even calculators can be helpful. If possible, affected children should also use tutorials and be encouraged through innovative teaching methods that also illustrate the connection between real life and mathematics.

Duration and cost of dyscalculia therapy

It is difficult to predict the duration of dyscalculia therapy. In most cases, the therapy will last for at least a year. However, progress in individual cases is very difficult to predict.

Another problem is the treatment costs, which in many cases have to be borne by the parents themselves. For statutory health insurance, dyscalculia has no disease value, which is why there is no need for treatment in their view. However, under certain circumstances, such as additional conditions such as attention deficit syndrome (ADHD), the cost of treatment will be covered.

Dyscalculia: disease course and prognosis

Targeted promotion of dyscalculia can in most cases significantly improve performance. Without individual support, however, little progress can be expected in the learning process. This makes it clear that funding must be started early to reduce disadvantages caused by “math problems” and to enable normal learning progress. The psychological stress resulting from the dyscalculia can also be significantly reduced by the care.

A dyscalculia does not grow. Children with a mathematical disability will have difficulty calculating in their entire school career. Without a therapy, their educational opportunities are therefore significantly reduced. Those affected statistically leave school earlier and have problems with further vocational training.

Various associations and associations support those affected and relatives, for example the German Association of Dyslexia and Dyscalculia. You can be valuable contact person when dealing with dyscalculia be.