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## Questions and Answers About Dyscalculia
Just like "dyslexia" refers to the otherwise intelligent child (or adult) who has severe reading problems, one could use the term "dyscalculia" to refer to the otherwise intelligent child (or adult) who has severe mathematical problems. According to the British Dyslexia Association dyscalculia and dyslexia occur both independently of each other and together. Research suggests that 40-50% of dyslexics show no signs of dyscalculia. They perform at least as well in math as other children, with about 10% achieving at a higher level. The remaining 50-60% do have difficulties with math. Best estimates indicate that somewhere between 3% and 6% of the population are affected with dyscalculia only — i.e. people who What are the symptoms?Dyscalculia symptoms include: - Poor understanding of the signs +, -, ÷ and x, or may confuse these mathematical symbols.
- Difficulty with addition, subtraction, multiplication and division or may find it difficult to understand the words "plus," "add," "add-together."
- Difficulty with times tables.
- Poor mental arithmetic skills.
- May have trouble even with a calculator due to difficulties in the process of feeding in variables.
- May reverse or transpose numbers for example 63 for 36, or 785 for 875.
- Difficulty with conceptualizing time and judging the passing of time.
- Difficulty with everyday tasks like checking change.
- Difficulty keeping score during games.
- Inability to comprehend financial planning or budgeting, sometimes even at a basic level, for example, estimating the cost of the items in a shopping basket or balancing a checkbook.
- Inability to grasp and remember mathematical concepts, rules, formulae, and sequences.
- May have a poor sense of direction (i.e., north, south, east, and west), potentially even with a compass.
- May have difficulty mentally estimating the measurement of an object or distance (e.g., whether something is 10 or 20 feet away).
- Extreme cases may lead to a phobia of mathematics and mathematical devices.
Successful intervention is dependent on finding the cause or causes of a problem. Most problems can only be solved if one knows their causes. A disease such as scurvy claimed the lives of thousands of seamen during their long sea voyages. The disease was cured fairly quickly once the cause was discovered, viz. a vitamin C deficiency. A viable point of departure would therefore be to ask the question,
In order to be a basketball player, a person The second step would be to master mathematical skills, Many of the basic mathematical skills, mentioned above, are taught and exercised by means of Audiblox, like counting, adding and subtracting, and multiplication tables. In addition, foundational skills like visual perception, visual memory, and logical thinking are also taught. In the case of a younger learner, this should in most cases be sufficient to solve his math problem adequately. When an older learner has problems with math, it may be because he has so far been unable to acquire the foundational skills and mathematical skills adequately and to learn the knowledge that has been presented to him. Through the Audiblox exercises he will acquire the foundational skills required for math, as well as some of the basic mathematical skills like counting, adding and subtracting, but he may also have fallen behind as far as other mathematical skills and also the knowledge aspect of math are concerned. It may therefore be advisable to send him for extra math classes also, in addition to doing Audiblox.
No one seems to know when the word "dyscalculia" came to life — the earliest I have come across is an advertisement in
Prevention is better than cure. Make sure that your child has the tools for learning. However, also know that it is never too late to overcome a learning difficulty — even a severe learning difficulty. This includes dyscalculia. |