Gap Analysis/Dyscalculia: Difference between revisions
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== Cognitive functions == | == Cognitive functions == | ||
Genetic, neurobiological, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. | Genetic, neurobiological, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. Some research suggests that it may be the result of an altered neural substrate. | ||
It has also been suggested that poor teaching and environmental deprivation may compound the condition. (9) | |||
Dyscalculia can occur as a consequence of prematurity and low birth weight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. Dyscalculia can also occur later in life as a result of a brain lesion or other traumatic brain injury. | |||
Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance according to UCL Institute of Cognitive Neuroscience. The debate as to whether the left or right parietotemporal area is linked with dyscalculia is hotly contested, however there is more research pointing towards a fault in the left parietotemporal area. | |||
Dyscalculia can occur as a consequence of prematurity and low birth weight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. (2) Dyscalculia can also occur later in life as a result of a brain lesion or other traumatic brain injury. | |||
== Symptoms == | == Symptoms == | ||
Revision as of 16:58, 10 February 2014
Description
Dyscalculia is a specific learning disability relating to mathematics. People with dyscalculia have significant problems with numbers and mathematical concepts - but still have a normal or above normal IQ. Few dyscalculics have problems with maths alone, many also struggle with problems being able to learn to tell time, left/right orientation, rules in games and much more.
Researchers have yet to come to a final conclusion with just how many types of dyscalculia exist. David Geary has broken the disability down into 4 main areas (1): - Semantic retrieval dyscalculia - Procedural dyscalculia - Visuospatial dyscalculia - Number fact dyscalculia
(It should be noted that this is the opinion of just one researcher and there are many other well established categories for Dyscalculia such as Tony Attwood’s categorization of Type 1, 2, 3 & 4)
Diana Laurillard (Professor of Learning with Digital Technologies at the Institute of Education, London) - “Although they [dyscalculic individuals] can count, they do not see the relationships between the numbers - e.g. that 5 is made up of 2 and 3. For them it is just a sequence, like the alphabet - we do not see E as made up of B and C, because it's not, it's just later in the sequence”
The UK DfES (Department for Education & Skills) Described Dyscalculia in its National Numeracy Strategy:
"Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts,lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence."
Cognitive functions
Genetic, neurobiological, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. Some research suggests that it may be the result of an altered neural substrate.
It has also been suggested that poor teaching and environmental deprivation may compound the condition. (9)
Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance according to UCL Institute of Cognitive Neuroscience. The debate as to whether the left or right parietotemporal area is linked with dyscalculia is hotly contested, however there is more research pointing towards a fault in the left parietotemporal area.
Dyscalculia can occur as a consequence of prematurity and low birth weight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. (2) Dyscalculia can also occur later in life as a result of a brain lesion or other traumatic brain injury.
Symptoms
Common symptoms include:
- Normal/Accelerated language acquisition. Good visual memory for the printed word. Good in areas of science, geometry and creative arts (until a level of higher math skill is required and where figures use logic not formulas).
- Mistaken recollection of names. Poor name/face retrieval.
- Difficulty with abstract context of time and direction.
- Poor mental math ability.
- Mistakes commonly made when manipulating numbers.
- Inability to grasp and remember math concepts
- Inability to comprehend or ‘picture’ mechanical processes.
- Poor memory of the layout of things.
- Poor sense of direction.
- Difficulty grasping concepts of formal music education.
- Struggles with spatial orientation.
- Poor athletic coordination.
- Difficulty when playing games.
Their challenges
Memory: Poor long term memory resulting in an inability to remember names (despite recognizing faces) Inability to recall schedules or sequences for example dance steps and musical instrument fingering Unable to remember rules in sports and other games such as card games, also finds it hard to remember whose turn it is
Numbers: Difficulty with numbers specifically in cases of addition, subtraction, omission, reversal and transposition Inability to count- especially when asked to begin counting at a number other than 1 Particular difficulty with numbers with zero’s and their relationships to each other such as 10, 100, 1000
Abstract Concepts: Poor concept mastery resulting in an inability to grasp maths concepts Lack of ability for visualization such as numbers on a clock face and recognizing geographical locations and where they are in relation to these locations Limited capability for strategic planning such as in chess Difficulties with spatial orientation such as distinguishing left from right and north, south, east and west Inability to grasp the concept of time or direction – frequently lost/late and has trouble telling the time Difficulty handling money, many dyscalculic adults find themselves overdrawn as a result of this Only plans short term not long term
Coordination: Poor athletic coordination resulting in difficulty keeping up with rapidly changing physical directions
Some persona with use case that address key challenges
To do: Add persona and scenario
To do: Add table of ICT Steps and challenges.
Example scenarios where Dyscalculia is likely to have a significant impact: Online banking Travel planning - booking and purchasing travel tickets.| Step | Challenge | |
|---|---|---|
How they use the web and ICT to include: Email, apps, voice systems, IM
To do: Add table.
| Task | Description | |
|---|---|---|
How people with cognitive disabilities use optimized content and special pages
To do: Add examples with descriptions of features
Characteristics of content optimized for this group
To do: Add descriptions of key features and how it helps users overcome challenges
Specific technologies (reference section bellow and how they use it differently)
To do: Add section
Summary Existing research and guidelines
To do: Add literary summary and insert guidelines and or references
Extent to which current needs are met
To do: Review challenges and describe where needs are met. Identify gaps
Dyscalculia is still a relatively unknown disability with many of those affected by it not being diagnosed until later in life. Often, children in schools especially, those affected are thought to be stupid or lazy as many people are unaware of dyscalculia’s existence. This is analogous to the treatment of people with dyslexia.
Potentials and possibilities
To do: Add ideas for filling gaps
Prevalence
Studies conducted by Gross-Tsur, Manor and Shalev in 1996 suggest that 6.5% of the population are dyscalculic. Conflicting research done by Lewis, Hitch and Walker in 1994 suggests that 1.3% of the population are dyscalculic while 2.3% are dyscalculic and dyslexic – putting the world population of dyscalculics at 3.6%. (1)
5-6% in school age children. (2)
This gives us the rough estimate that between 3½ - 6½% of the world population is affected by dyscalculia; however no international study has been done on how common it is.
Studies show that the presentation of dyscalculia in male and females is roughly equal; neither gender appears to have a greater predisposition than the other. (2)
References to research.
(1) www.dyscalculiaforum.com (2) Shalev, R.S. Journal of Child Neurology 2004;19:765—771
http://www.dyscalculia.org/math-ld-books/books-ios http://www.experienceproject.com/groups/Have-Dyscalculia/29766 http://www.youtube.com/watch?v=2zfOt_nBi1c&desktop_uri=%2Fwatch%3Fv%3D2zfOt_nBi1c&app=desktop http://dyscalculiaforum.com/viewpage.php?page_id=18 http://www.learning-works.org.uk/clare-trott-colour-pdf https://www.senmagazine.co.uk/articles/articles/senarticles/five-ways-to-understand-dyscalculia https://www.senmagazine.co.uk/articles/articles/senarticles/making-maths-add-learning-about-teaching-maths-from-students-with-sen https://dyscalculia.advancelearningzone.com/index.php?option=com_content&view=article&id=3&Itemid=3 http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-%20%3Chttp://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/%3E http://publications.lboro.ac.uk/publications/all/collated/mact2.html http://rosenfeldmedia.com/blogs/a-web-for-everyone/meet-trevor/ https://www.facebook.com/dyscalculia The Dyscalculia Syndrome - Thesis