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Specific Learning Difficulties in Mathematics (Dyscalculia)

Mathematical difficulties in children are influenced by several factors, including attention span and concentration. The ability to filter internal and external stimuli and focus on the present moment play a crucial role. Visual-spatial representation also impacts mathematical skills, affecting how a child mentally visualizes operations, understands the positional value of numbers, interprets mathematical signs, and comprehends graphs and geometry.

Working memory is another critical factor. Children need to remember carry-over numbers and previous operations, as well as procedural steps, rules, and theorems. They may struggle to recall the sequence of steps in an operation, such as how to begin a subtraction or manage carry-overs.

Several factors can shape a child’s attitude towards mathematics, including their self-image. A child’s perception of themselves and their confidence in decision-making—such as choosing problem-solving methods or following mathematical rules—significantly influence their ability to engage effectively with math concepts and procedures. Confidence in their abilities is essential for making informed decisions and progressing confidently through mathematical challenges.

Other factors that may contribute to a child’s mathematical abilities include the methods and materials used during preschool and the introduction to pre-mathematical concepts in kindergarten. Additionally, the attitudes of both teachers and families towards mathematics play a crucial role. Children may develop ‘math-anxiety’ through identification with parental attitudes, impacting their confidence and approach to math.

According to the DSM-V (2013), Dyscalculia, or Specific Learning Disorder in Mathematics, is characterized by symptoms across three main areas:

• Problem in understanding numerical concepts,

• Difficulty in memorizing numerical data,

• Inability to perform accurate arithmetic operations.

it's the child who...

…struggles to grasp the concept that numbers represent quantities. For example, he may have difficulty determining whether 4 or 6 is greater, or understanding the significance of zero ‘0’. He might find it challenging to distinguish between ‘many’ and ‘few,’or to figure out how many cookies or toy-cars he needs to share or play with his friends.
It’s the child who usually struggles to connect numerical symbols with their corresponding words. For example, he may hear the word “five” but cannot link it with the symbol 5. He might also encounter difficulties in understanding or remembering mathematical signs, and confusing + (plus) with × (times) or ÷ (divide) with – (minus).
It’s the child who from preschool, does not understand the requirements of a very simple word problem (e.g., “There were three (3) ducks in the pond and one swan. If one (1) duck left, how many ducks are left?”). Also, he has difficulty comprehending the question, its meaning, and the sequence of information and questions presented. He struggles to distinguish important from irrelevant information in the problem. Key terms such as lost, added, took, gave, divided, shared, bought, spent, and cost are challenging, leading to difficulties in understanding mathematical terminology and vocabulary.
It’s the child who, in elementary school, struggles with operations involving remainders and finds it very difficult to perform division that includes all arithmetic operations (addition, subtraction, multiplication). This difficulty with calculations may continue into middle school, and it usually becomes even more challenging when the student is required to perform mental arithmetic. As a result, the student also has significant trouble understanding the value of money and managing financial transactions as they develop. By middle school, using a calculator on their mobile phone becomes essential for their daily activities.
Additionally, he has significant difficulty memorizing multiplication tables, despite using various teaching methods. He may remember them briefly but struggles to retain them consistently over time. This difficulty also extends to remembering theorems in algebra, trigonometry, and geometry. Often, he develops his own methods for finding solutions that may not align with the approaches taught by teachers and the school curriculum.

a little more on Dyscalculia

For evaluating Specific Learning Difficulties in Mathematics (SLDM), an interdisciplinary approach is essential. This includes assessing the child’s intellectual capacity (IQ), conducting psychosocial evaluations by a Clinical Child Psychologist, and involving a Special Educator or specialized mathematician (depending on the child’s age) who will administer appropriate tests.
In Greece, a standardized tool called ‘Mathpro Test’ is widely used and has been adopted in 25 European countries. Mastery of mathematics is fundamental because mathematical concepts are integral to various aspects of daily life.

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