Having To Deal With Dyscalculia

Dyscalculia is a big word, a mouth full, really.  Most people are aware of it and aware that it has to do with problems doing math.  But this syndrome encases so much more than simple math inefficiencies.  Dyslexia is so common that everybody knows what it is, and reading and writing problems seem to get all of the attention.  But what about math problems?  Is it just math anxiety, or is there a real underlying problem? 

So, what is dyscalculia?  Dyscalculia is a term which means “specific learning disability in mathematics".   Following is a list of symptoms of dyscalculia:

·        Poor mental math abilities

·        Inconsistencies with basic computation of addition, multiplication, division, and subtraction

·        Difficulty understanding money and credit concepts

·        Fails to understand how small steps add up

·        May use number additions, substitutions, transpositions, and reversals (this is similar to the dyslexia that we are all familiar with except it is with numbers)

·        Almost always unaware of mistakes

·        May do well on book work but fails math tests

·        May do well with reading, writing and other subjects but cannot seem to understand mathematical concepts

By now you may have a general idea that you or your child might be suffering from dyscalculia.  It is often more frustrating than any other learning disability, because usually these kids do so well in other subjects.  “Just try harder," parents lament.  Or, parents will bring out the trusty old flash cards and force the child to go over them time and again.  By the next day it is new information to the child, and the frustration goes on.  Parents are convinced that the child is just being lazy and trying to not do math, when nothing could be further from the truth.

After the immense pressure of performing well in math and trying hard, these kids really do develop a math anxiety on top of dyscalculia.  They do have processing disorders and are being made to perform with intense pressure to do well.  This math is like a foreign language to them, and we are asking them to speak it fluently in front of a large group of people.

Generally, once dyscalculia is diagnosed, the student is given modifications to help.  Modifications are great.  The best modification for dyscalculia is to arrange to have the student re-take a math test that was failed.  This sure takes the pressure off.  There are other modifications that can help, but it is most beneficial to get to the root of the problem.  The left and right side of the brain must be considered. The processing must be dealt with.  The anxiety must be calmed.  Then, and only then, will the student succeed.

First, the left and right sides of the brain must become balanced.  It is common knowledge that the left hemisphere of the brain is where we process math and logic.  Most kids with dyscalculia are right hemisphere dominant.  They are simply not using the left sides of their brains.  They need taught how to do this.  There are many brain building exercises available that will do this.  The brain needs to be balanced for efficient use. The student needs to be able to access the left side of his brain as easily as the right, and then math can be learned. The brain must be taught how to access the left side of the brain. In addition, it is always best to have these kids use colored pencils and blank sheets of paper when doing math.  Color is what keeps the right side of the brain focused.  These right brain dominant kids see colors and pictures.  As they work on their math, the color keeps them focused.  The blank paper keeps them from getting distracted.

Most kids start doing better in math after a few weeks of brain balancing exercises.  The magic eights activity with numbers is truly magic for these kids.  It is also a good idea to have them count by 2’s, 3’s, 4’s, etc.  This orders their world and helps their brains work in a more systematic way.  Have them write their 2’s one day, 3’s the next, and so forth.  Cross crawls, martial arts, baseball, and golf are all good brain building exercises, too.  These alone won’t cure dyscalculia, but they all will help.

Next, let’s deal with processing disorders.  These kids just can’t keep three or four images in their minds.  And we ask them to do long division.  Boy, division is long for these kids.  While the ace math student is on number 24, these kids are still on number 1.  Their pages are a mess after all of their erasing, and they just can’t remember what 5x6 is.  By the time they figure out what the answer to 5x6 is, they forgot where they were on their page and which step they were on.  Was it the multiply part or subtract?  And it goes on.  Of course they don’t get the right answers and they come home with 40 math problems to do.  (OK, here is a modification that is good, too.  Have the student’s problems shortened until success is met.)  Throw in fractions, and these kids are convinced they can’t do math and that they are dumb.

The problem really isn’t the math.  The problem is that they are weak in visual memory and they have a difficult time processing more than one step at a time.  So, work on visual memory skills first with these kids.  The weak visual memory is why they can’t remember their math facts.  I have yet to meet a kid with dyscalculia who knew all of his math facts. The best way to do this is to hold up a card with a few numbers and shapes on it.  Here is an example:

Hold this card up to the child for about 5 seconds and take it away.  The child then copies the shapes and numbers from memory.  As the child gets better at this, add more shapes and numbers.  A few minutes of this every day helps.  Eventually, you can move on to a math fact done in the same manner.  Did you notice the use of color again?  Black and white does very little for these kids.  We want to meet them half way and give them some tools for success.  Color is one of these tools.  Don’t use purchased flash cards for these kids.  You may have noticed by now that they don’t work.  Give them a math fact in color and use it in the above mentioned manner.  Do about 2 or 3 a day.  Don’t overload them.  Have them recall the facts from yesterday before moving on.  If they are still having trouble, they need pictures and stories to help them remember.  If this doesn’t work, then they need a tactile method.  Have them write their facts in shaving cream.  Soon, all of the facts are learned, and math becomes much easier.

Next, you need to make sure these kids are able to do more than a couple of steps at a time.  Practice with commands such as walk, jump, skip.  Keep adding on to the list of commands.  Do this on paper.  Say two numbers.  The student is to write them.  Add another number.  The student must write it and the previous numbers.  Play with pattern blocks.  You and the student both have a matching set.  Make a shape with yours, show it to the student and then cover your set.  The student must remember the order the shapes were in a place his in the matching order.  Give the student a number.  Have him add another number to it.  Then have him remember that number and multiply a number with that new number, and so on.  You see, these are games that build on processing.

Card games are wonderful.  Board games help, too.  Let your kid be the banker, even if he messes it up.  It’s only a game.  Help him give change back.  I have noticed that kids who play a lot of board games with their families do better in math than those that don’t.  Kids who play a lot of video games seem to do worse.  Do you see the connection?  I use the game Blink a lot with my students with dyscalculia.  They must be thinking of many things at one time, just like you need to with long division.  Kids love games and will play them longer.

Finally, the math anxiety must be dealt with.  This is the most difficult part of dyscalculia for many people.  After all is said and done and the student is performing better, he still keeps the anxiety.  Every test can cause his palms to sweat and his heart to beat fast.  He is basically in fight or flight, and we know that we can’t learn and think in this mode.  We simply react.  With the new math standards going to more and more reasoning and problem solving instead of computation, this is not the best method for a struggling math student.

Take the pressure of the kid to start with.  If he fails a math test, so what?  See if the teacher will let him take it over.  Practice the night before the test to assure confidence.  Don’t berate the child for doing poorly.  Don’t punish because of his grades.  He really is doing the best he can.  If the student is in high school and needs credits, you will have to be very actively involved in the student’s life.  Teachers must be aware of the problem and be willing to help.  Go over daily work with the student.  Have practice tests with the students.  Pretend that it is test day at school.  You may even have to have the student tested in a separate room so they are not watching what other kids are doing.  My daughter has math anxiety.  We found out last year that if she went to the back of the room to a separate table that she did much better.  She was judging herself against the other kids who were whipping through the test and she had herself convinced that she would fail because they were smarter than her.  The mind is truly amazing, isn’t it?

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Comments on this article:

» left by Creative Blogger ^(7,370)
Creative Blogger (1 year 148 days ago.)

I am very wary of the popularity of labels being attached to what was previously a case of 'not having an aptitude' for a particular subject.

Different teaching methods in all subjects can show improvement as we all have different ways in which we process information. One of the reasons boys are nolonger doing so well in schools is that the education method is now more geared towards a female style of learning than a males.

But if we are not careful rather than recognise the need for a different teaching method, we will start labelling boys (who are not effeminate) as having some educational defecit. The problem is not with the child but with the education. The fact you are able to detail above a 'method' where the child can learn maths, demonstrates my point. One size does NOT fit all.

I wasn't great at math as a child, I was more creative and artistic. Being labelled as having a 'condition' would have caused me anxiety rather than the acceptance that math was not my 'thing'. I became much better at math as an adult as the math I was doing was relevant to the world I moved in but the interesting side effect of becoming good at maths was that I lost some of my creative ability.

Meanwhile, very intresting article which I am sure will help those who lack an aptitude for modern mathematical teaching methods. A better method all round would be the Trachtenburg system of mathematics, but hardly anyone knows about that! We could all do genius level maths in our heads if we learned that system!
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» left by Lisa Harp ⁽⁴⁹⁷⁾ (1 year 122 days ago.)
Dyscalculia is a real disablility, not just an aversion to math. I never label children, however, you must know what you are dealing with before you can fix it. Some children don't have dyscalculia, and just need maturity and a better way of dealing with math to overcome their math problems. But kids with dyscalculia have math dyslexia. They see transposed numbers and have spatial problems that prevent them from succeeding unless there is some kind of intervention.

Boys have historically taken a "beating" as far as learning problems in school go. Check the statistics as to how many boys are in special ecucation as opposed to girls. I simply made a comment that in my private practice I am seeing more and more girls. Modern education is teaching to the left side of the brain, and boys have a tendancy to access their left hemispheres more often than girls.

You are right. One size does not fit all. That is why I have researched for years and found methods that work for struggling learners. Have you tried these methods?
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» left by Creative Blogger ^(7,370)
Creative Blogger (1 year 148 days ago.)
Here is an intersting article about a Dr Levine who (like me) is anti label! He recognises different abilities and also the harm that labels cause.: I can't provide a link on the comment box, so apologies for long copy and paste from web!

"There are 3 million children receiving special services for learning disabilities in U.S. public schools. And some organizations estimate that 10 to 15 percent of children have serious learning issues. Pediatrician Mel Levine has been challenging many assumptions about learning. NPR's Margot Adler reports.

He is the director of the University of North Carolina's Clinical Center for the Study of Development and learning, and a co-founder of All Kinds of Minds, an organization that analyzes learning differences.

From anxious, often upscale, parents of young students to teachers in troubled schools, Levine delivers the same message, that all people -- and especially students -- are wired differently. He preaches the virtues of helping kids understand their strengths and weaknesses as part of understanding the way learning works.

Levine argues that telling a student he is learning disabled or has attention deficit disorder is not very helpful -- so when kids come to be assessed, at his institute in North Carolina or a new branch in New York City, Levine and his colleagues highlight specific strengths and weaknesses -- a process Levine refers to as demystification.

But Mel Levine's ideas have also attracted some criticism. Although many parents and teachers swear by his methods, the stories are anecdotal -- unconfirmed by peer review. Critics also fault Levine's books for not having footnotes or appendices where serious research could be discussed.

The University of Massachusetts and others are studying Levine's program to see what impact it has on academic achievement and special education. The results of those studies aren't expected for two years.

Ricky is a sixth grader with a brilliant imagination and advanced language skills, but he can't write. That's because he has trouble handling spelling, punctuation, grammar, letter formations and facts all at once with a sheet of paper in front of him. Adults call him lazy, and he is fast becoming a 'bad' boy.

Then there's Beth, a bright kid who gets stymied by sequences of anything – multi-step instructions or math problems, or even presenting her ideas when she talks or writes. Her classmate Wendy is an effervescent red-haired girl of many talents who nevertheless endures constant frustration because she has serious problems remembering what she has read, even though she can understand the content quite well. As she puts it: "Whenever I read, each sentence erases the one that went before it."

These are examples of children with normal or superior overall cognitive ability who are contending with differences in the wiring of their brains, subtle but important neurodevelopmental variations that impede their learning productivity and enjoyment of education. In addition to deficiencies in basic skills – such as reading, writing or mathematics – some of the manifestations are less obvious. The kids may have difficulties managing time, expressing ideas in language, remembering facts or problem-solving methods on a test, understanding key concepts or gaining social acceptance from peers.

What's common, however, is that these struggling kids are often misunderstood by the adult world. Learning differences like these plague millions of children throughout America. But parents, teachers and the students themselves often have little or no insight into the reasons why the children are failing or how to manage their difficulties. So the children face daily public humiliations for the way they are wired, even though relatively easy and cost-effective means are available to help them.

The non-profit Institute, All Kinds of Minds was founded in 1995 to apply the latest neurodevelopmental research to the understanding and management of differences in learning. The Institute provides families and teachers with a framework, a common language and tools to enable this large, needy and highly vulnerable segment of America's schoolchildren to become more successful learners.

Throughout the country this Institute is working to provide parents with the best assessment techniques and to train classroom teachers to help kids with learning differences. We strive to ensure that children receive the individualized education that will help them enhance their innate strengths and overcome difficulties they may have encountered in school.

Recent scientific advances have provided us with a radically new understanding of variations in brain function. We must now apply that knowledge to help all kinds of minds contribute to our society in all kinds of constructive ways. We must acknowledge and celebrate this diversity of minds and usher in a new era of neurodevelopmental pluralism."

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» left by JL from US (1 year 148 days ago.)

I am one who had much trouble with math in school. Strangely, as an adult I can easily develop a budget. My methods would not please an accountant. It was how it was relayed and how I comprehended the math that made me give up on it. I wish someone would have recognized that I fit into the above criteria. I don't think I would have cared if it carried a label if I could have understood the material at test time. I would have welcomed something other than "she needs to study harder".
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» left by Anonymous (1 year 122 days ago.)
You are probably right brain dominant. The higher levels of math come easier, yet computation and organization can leave a lot to be desired.

I never label students. This is a name for a disablity that exists. I have found that most students are relieved that they are getting help and are happy to know they have dyscalculia instead of just being dumb. These poor kids can take a hit on their self-esteem. Oh, I, too, had trouble with math in college. I also wish that this information was available so that I wouldn't have had to suffer like I did.
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» left by Mike from Oregon (1 year 85 days ago.)

Interesting article. Thank you. I may use some of this material in my doctoral paper on increasing mathematics achievement, although I might add that the use of the Audibox system could help in helping to cure dyscalculia as well as dyslexia. Information on Audibox may be found on the internet.
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» left by Anonymous (1 year 81 days ago.)
Very helpful information- I homeschool my children (3 of the 4) and one has dyslexia, dyscalculia, dysgraphia, and slow processing, the other has Asperger's , dysgraphia etc. Yes, these are just labels for differences. I probably had dyscalculia when I was little too. I think I gradually outgrew it and figured out math in my own time and way. The labels can be helpful when seeking out new information and new ways of teaching. I definitely focus on the different strengths and weaknesses with my children, not the labels. Again, the labels are helpful to me in describing the unique set of strengths/weaknesses I am dealing with.
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» left by Lainie. from U.K. (329 days 11 hours ago.)
So what, if "professionals," label or diagnose! I wish I had a label when I was younger, than being branded "thick as a brick," not the sort of comments that anyone would want!!!
I'm nearly 50 and thank goodness for the internet, for the first time I'm not alone at not being any good at maths.
Dyscalculia suits me fine. Now I have an answer, I can now do something about it. Did I howl when I read about it, you bet I did and guess what? I'm not alone!
Me? Shall try and re-do all the maths that I was so hopeless at school and after keeping it "hidden" from my husband for 20 years, (he is extremely understanding) will now help me to learn!
Considering I passed my CSE. English, City&Guilds, Home Economics, NVQ Child Care, Pitmans typing as well as a carer. Maybe I'm not that thick brick afterall, just, misjudged!!!
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» left by Tammy from TX (182 days 7 hours ago.)

Hello, I first want to say that i commend Lisa for stepping up and displaying the info. above. I have been struggling for years with my daughter to try to figure out why we have these problems with math... I finally took her out of public school because noone wanted to believe there was a problem. (Mind you, she had some very AWESOME Teachers who always tried to help her) everyone just kept saying make her work harder, give her more flash cards etc. So anyhow, I am now homeschooling her and i ran across an article about Discalculia the other day and a light bulb went off. Finally there is an answer for all the problems we keep having. You know, you can enforce to children to try harder, do their best but sometimes, when their best is all that they are giving you maybe there is a problem that needs help. I agree to an extent that labels are not good but unless you come from a home where you watch your chlid struggle and cry and say they don't understand why they can't be like the other kids in the class and get it, then please don't be ugly and try to place blame for "labeling". Please, there is nothing worse than watching a child struggle and not be able to understand something and not know why. I have a 7th grader who still can not do multiplication or division and it is not becasue we don't work with her. Thank you Lisa for giving us the help we need! Cudos to you!!!

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