We all know someone who severely stresses
with math. A new paper explains how this may
be a product of dyscalculia, a little-known
neurocognitive disorder that disrupts the
learning of basic numerical and arithmetic
concepts. Examples of signs of dyscalculia include
difficulty memorizing basic arithmetic;
prolonged delay in learning how to count; lack
of “number sense” in comparing quantities
and visualizing numbers; and using fingers to
compute simple number comparison. The disorder
is estimated to affect about 5–7 per cent
of the population — about as many people
with dyslexia, an analogous disorder which
inhibits the ability to read and spell while having
no overall bearing on intelligence.
Decreased mathematical ability is generally
overlooked as a cognitive development
disorder, but a recent effort by scientists
and educators has revealed that dyscalculic
learners have abnormalities in a particular
neural network associated with arithmetic.
The disease is genetically linked, as
indicated by research from twins and special
populations.
The paper, published in the journal
Science, recommends that specialized
teaching for individuals with dyscalculia be
available in mainstream education. Professor
Diana Laurillard, the paper’s co-author and
a member of the Centre for Educational
Neuroscience, remarks that despite the
inherited nature of the disorder, specialized
teaching can help in the same way programs
for dyslexia do. For example, a study showed
that software games aimed to improve
numerical performance have garnered some
success with children suspected of having
the disorder.
Dyscalculia also leaves behind an economic
impact. Professor Brian Butterworth,
also co-author and member of CEN, adds that
dyscalculia is as much of a burden on the
state as dyslexia. If all students in the U.S.
were brought up to at least the basic mathematics
level in the Program for International
Student Assessment, it could lead to a 0.74 per
cent increase in the country’s total growth in
GDP. This is a quite significant growth compared
to the 1.9 per cent experienced in the
first quarter of 2011.
If dyscalculia is as promiment as dyslexia
then why has it received far less attention?
Vancouver dyscalculia tutor Susan Hall hypothesizes
that our society has somehow
placed higher priority literacy than on numeracy
— that trouble with numbers is nowhere
as devastating as the inability to read. Other
dyscalculic resources such as Inclusion in
Science Education for Students with Disabilities
at West Virginia University suggests
encouraging students to “visualize” the numbers
in real-life situations, assigning practice
problems with repetition, providing one-onone
attention and giving students enough
time to complete problems. As the students
need time to master the basic concepts, concrete
materials such as beads and counters
are helpful before moving on to more complex
concepts.
