Skip to main content

You know about dyslexia — what about dyscalculia?

October 16, 2013
Almost everyone has heard of dyslexia, or knows someone who is dyslexic. Dyslexia literally refers to any disability that makes it difficult to read. The list of symptoms is as long as the list of testing instruments used in diagnosing the disorder. Estimates of affected people range from 6 percent to as high as 17 percent of the general population. The prevalence of the diagnosis has spawned an entire industry devoted to diagnosis, teacher training and parent support.
Few people on the street, however, would be familiar with the term dyscalculia, the parallel disorder affecting numeracy, or basic arithmetic skills, which occurs with similar frequency. Just as dyslexic students struggle with grasping the fundamental building blocks of reading, so do those with dyscalculia struggle with the fundamental relationships between numbers. While there are connections between dyslexia and dyscalculia, dyscalculia is distinguished by distinct deficiencies in numerical cognition.
A recent article by Carlin Flora described an otherwise bright, high achieving young college woman with dyscalculia who, at the age of 17, still counted on her fingers, did not know her multiplication tables, could not understand fractions and couldn't make simple change. Another interesting hallmark of the disability is the impaired ability to look at two groups of similar objects and quickly identify which is larger. Similarly, the relative placement of numbers on a number line is a challenge — identifying two numbers that are close in value, versus two that that are not, can be very difficult.
Fourteen times as many studies on reading disabilities are published as those looking at math disabilities. If Amazon titles are indicative of general book publications, nearly 20 times more books are written about reading disabilities than math disabilities. Why is this? Neuroscientist Daniel Ansari conjectures that the disparity may be partially explained by our own social norms.
In general, people are comfortable admitting that they struggle with math. How often do we hear someone cavalierly announce that they are “bad” at math? Very few people, however, publicly announce they have trouble reading. Literacy is a necessity of successful living, and a great deal of shame surrounds illiteracy. Math disabilities are not given that same status. Sadly, this lack of attention has left millions of children miserable, undiagnosed and unable to progress with their math skills. Since these children often do well in other academic areas, their math disabilities are sometimes attributed to laziness and lack of perseverance. Teachers who have worked with children with severe math disabilities know that it takes more than perseverance and a good attitude for students to cope with the limitations imposed by dyscalculia.
As neuroscientists learn more about the biological roots of dyscalculia, improved teaching strategies and a more widespread acceptance of the diagnosis should follow. As years of work with dyslexic students has shown, early intervention that patiently develops the building blocks of language and reading significantly improves outcomes, so too can dyscalculia be addressed. As the national dialogue about improving math scores continues, educators should look to this diagnosis and give it the attention it deserves. None of us should be so comfortable dismissing our math skills or those of others. Basic math skills are, like literacy, essential to an independent and productive life.
Labels:

Comments

Post a Comment

Popular posts from this blog

Goal Setting with Children

Resolutions abound this time of year, and many of us are on track to drink more water, go to bed earlier or get more exercise. While adults tend to feel the pull of a new calendar year, children are more likely to associate fresh starts with a birthday, the start of a school year, the beginning of summer vacation or even a return to the classroom after a long break. Whatever the occasion, goal-setting is a healthy way for children to begin to think about what they want from life and how to get it. Children as young as 4 or 5 are able to begin this process, and we can all benefit from taking the time to formalize our approach. Here are some tips to keep in mind as you think about setting goals with your children or students. As tempting as it may be to decide on goals for our children, the most empowering experiences will come from self-selected ones. Start by asking your child leading questions to get ideas flowing: What’s a skill you wish you were better at? If you could play an...
Post a Comment
Read more

The Merits of an Alternative Education

March, 2020 As an educator who has taught in both mainstream and alternative learning environments, I’m often asked to describe our educational model as it compares to traditional New York state public schools. How do we know that kids are learning if we’re not officially and systematically testing them? How can kids stay motivated to work without letter or number grades to distinguish their status in relation to their peers? How can kids learn to respect their teachers if they’re calling them by their first names? There are no quick answers, but when I think about the work that we do every day and the outcomes of the children we’ve served, the guiding principle that comes to mind, and one that really defines our approach is this: mutual respect. When we respect that children are individuals who come to us with unique interests, capabilities, personalities and goals, we’re able to reach them as such. Each child will head in a unique direction, and it’s our responsibility to...
Post a Comment
Read more

Lessons in Citizenship from the Elementary Classroom

February, 2021 Many of us have started the new year feeling weary, and it’s no wonder why: America has had a chaotic and tumultuous year. Those of us who work in education know that when the outside world feels chaotic, our lives in the classroom benefit from focusing on the basics. We empower our students to take personal responsibility and we do everything we can to strengthen our classroom communities. When Peachtown students studied U.S. government and civics this fall, the connections between our classrooms and our country were hard to ignore. As educators, we have our fingers on the pulse of human nature and we are uniquely positioned to understand what it takes to lead a disparate group of individuals toward a common goal. We know that the traits that make productive citizens in kindergarten classrooms are the same ones that make adults productive citizens in our communities, country and larger world. Here are some universal truths and expectations that cultivate healthy working...
Post a Comment
Read more