DYSCALCULIA

Many learners have problems in learning and especially in mathematics. The nature of their problems however varies. Some exhibit inconsistencies in their performance i.e. solving correctly one day but incorrectly the next day. There are learners who fail to maintain learned arithmetic and mathematics skills after some extended period of time and many others face difficulties in applying their knowledge in new situations. Some learners take longer period of tome to solve computational problems while others face problems in understanding the problems even before applying computational skills. Many other have developed distaste for and also fear of anything mathematical (Sharma, 1990).

The term dyscalculia is a medically oriented word that describes a severe disability in learning and using mathematics among learners. Dyscalculia refers to disorder in the ability to do or learn mathematics, i.e. difficulty in number conceptualization, understanding number relationships, and difficulty in learning algorithms and applying them. In essence, dyscalculia learners have lower arithmetic achievement, i.e. several years below the appropriate level.

Mathematics learning problem or disabilities can be due to several factors such as perceptual difficulties, listening and attending difficulties, remembering difficulties and thinking or understanding difficulties (Tucker, Singleton & Weaver, 2002).


Types of Mathematic Learning Disabilities



1. Conceptual Understanding

2. Written number symbol system

3. Procedural steps of computation

4. Application of arithmetic skill

5. Poor calculation strategies

6. Counting sequences

7. Language of mathematics

8. Basic number facts

9. Problem solving

10. Lack of automaticity

11. Poor word problem strategies



Indicators of mathematical learning disabilities

1. Precursors of mathematical learning

2. Disturbances in spatial relationship

3. Poor sense of body image

4. Disturbances of visual-motor and visual-perception abilities.

5. Language and reading problems.

6. Poor concept of direction and time.

7. Mathematics anxiety.

8. Memory problems.

9. Deficiencies in mathematical learning strategies.


Assessing mathematical abilities

1. Formal Test

• standardised survey test (provide information on the general level of learners’ performance in mathematics).

• Group Servey Test (designed for group administration-manual with tables for various kind of score interpretations including grade score, age scores, standard scores and percentiles)

• Standardised Achievement Tests ( Screening instruments-identify those learners whose performance scores are below expected levels)

• Individually Administered Achievement Tests (commonly used when learner is suspected of having learning disability)

• Diagnostic mathematics tests (provide diagnostic information for learners program planning and assist in program evaluation for administrative purposes)



2. Informal Measures

Informal measures offer an alternative way to obtain information about learners’ performance and abilities in mathematics (Vaughn & Wilson, 1994). Through informal measures, teachers can consider these questions:

• What previous knowledge did the learner bring to this problem.?

• To what extent are the ideas accurate and complete?

• What strategy did the learner employ to solve the problem?

• What is the learner ready to learn now?



Teaching for mathematical learning disabilities


Studies shows that there were much deficiencies in teaching for mathematical learning disabilities (Vaughn & Wilson 1994) that are:

• insufficient assurance that learners have relevant prior knowledge for the lesson.

• Too rapid a rate for introducing many of the concept.

• Lack of coherent in the presentation of mathematics strategies.

• Poor communication and a lack of cohesiveness in many instructional activities.

• Insufficient guided practice to help learners move from the initial teaching stage to the working independently, and

• Not enough review to ensure that learners will remember what they have learned.


Guideline For Effective Mathematically Disabled Learners Programs

The following principles must be considered in order to build effective programs for learners with mathematical learning disabilities:

1. Goals of instruction should be appropriate, realistic, and attainable. This helps directing and establishing significance of the instruction.

2. Careful selection of learners. Selection should be based on learners’ level of intellectual ability, mathematical ability, mathematical experiences, vocational interests and emotional maturity.

3. Class size should not be big. A classroom of 20 learners will permit laboratory work and individualized instruction and will curtail the number of disciplinary problems.

4. Instruction should emphasise learners’ participation in a variety of learning activities. Learning activities such as class discussions, discovery activities, informal practice and the use of teaching aids should be made to choose introductory activities that are new interesting and that are not based on skills that learners do not have.

5. Facilities for these learners should include a variety of instructional aids such as the use of models, kits, programmed texts, games, supplementary books and learning package.

6. Evaluation of learners’ progress should be realistic. The evaluation should include measures of attitudes, skills and habits. Wherever possible, marks should record the amount of growth or progress made and the specific levels attained.