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Why is my child having a problem doing math?
Type of Special Need
D y s c a l c u l i a...
School Term :(SLD
- Specific Learning Disability)
specific difficulty in mathematics, often with numeracy, but no accompanying
difficulty with literacy.
What to look
for: pupils may have difficulty in remembering and carrying out sequenced
instructions, they can confuse telephone numbers. They might have problems
with word sums or in problems following procedures in problem-solving. They
might have difficulty recognizing patterns or they might write numbers the
wrong way around. They sometimes muddle digits and operators and have poor
estimation skills. They may lack confidence and have low self-esteem during
maths lessons and may work slower than others.
People who can
is of a number of
different types, each involving a specific type of problem in solving
mathematical tasks. It corresponds in mathematics performance to dyslexia in
the area of reading. The majority of children and adults with dyscalculia
have it in a pure form in which both the ability to read and the ability to
understand what is read are unaffected, although about 20–30 % with
dyscalculia have a mixed form of it characterized by having difficulties
both with reading
and with math Their often
requiring a long time to carry out even simple arithmetic tasks. They count
on their fingers until far into the upper grades. Difficulties of this sort
are termed automatization difficulties.
Children and adults with
tend nevertheless to be of
normal intelligence, but often present an uneven picture in their results on
intelligence tests. Their problems reflect, not emotional problems but
difficulties in connection with certain specific types of thought processes.
may be involved in
dyscalculia. The latter can manifest themselves in difficulties in
Although possibly being of high intelligence, such a child may have only a
limited understanding of either numbers as such or numerical symbols.
Another form of dyscalculia involves
that lead to the child’s failure to carry out computations effectively. Here
the child has difficulties in following a clear strategy in solving
arithmetic problems, losing track of where he/she is at, sticking to
strategies that are dysfunctional and fail to work out, or giving up on
strategies that are correct and becoming passive. Dyscalculia may also be
based on problems in
perception that lead
to difficulties at tasks involving logical thinking as well as in carrying
out computations. This is often encountered in children who have
difficulties in learning to read an ordinary clock and understand how the
position of the hands is to be interpreted.
Difficulties with mathematics
generally are associated with the child’s having general problems in
learning, also in areas other than mathematics, learning tending to take
longer than is normally the case. A child of this sort is usually best
helped by being allowed to work at a slow tempo and also by being given
simplified learning material. On intelligence or aptitude tests, such
children tend to score on the low side but to have results that are all at
about the same level. There is thus a kind of consistency in their level of
performance, also on a day-to-day basis. general consensus that these
children simply need a bit longer to learn.
UUP Parent Association