Text of the book “Dyscalculia in children: prevention and correction of impairments in mastering counting activities”

Dyscalculia is a specific disorder of learning to count. It manifests itself in preschool and school age. The causes of this pathology are disturbances in the processing of visual memory, attention, and abstract logical thinking. There are frequent cases of this disorder in children from disadvantaged families.

In learning, dyscalculia manifests itself in the inability to remember the terms of a task and plan its solution. The child is not able to organize his own time, which has a negative impact on his studies.

The Sulamot group provides an intensive, comprehensive 5-day course for the correction of dyslexia and related learning problems: dysgraphia, dyscalculia, dyspraxia and ADHD.

Treatment for dyslexia and learning problems in Sulamot

Causes of dyscalculia

1. Math phobia. Some students have had negative learning experiences in the past that have left them with self-doubt and fears about math examples.
2. Poor visual processing. At the same time, children cannot correctly visualize mathematical situations and numbers in the problem. This disorder is also called “nonverbal learning difficulties.” Along with these disorders, spelling problems and handwriting problems are observed, although reading and writing are not affected.
3. Inability to establish sequence. Children with these disabilities are unable to remember the facts and formulas required for mathematical calculations. Very often accompanied by impairments in other areas (spelling, reading).

Dyscalculia in children

Numeracy disorder manifests itself in different ways, depending on the type of disorder and the age of the child. Symptoms are identified already in the preschool period, when the first arithmetic abilities are formed, develop to their maximum in the lower grades, and, without special correction, persist throughout middle and high school. Adults compensate for dyscalculia by choosing a profession and lifestyle that is not related to mathematics.

Preschoolers have problems mastering forward and backward counting within tens; later they understand what numbers are. They have a reduced ability to measure, compare and classify: they cannot choose the larger of two apples, count the number of pencils and write it down in numbers. There are problems recognizing mathematical symbols - there is no connection between the graphic representation of a number and its verbal sound: “4” and “four”. With dysgraphic disorders, children make mistakes by copying numbers from a sample and writing them down under dictation. They often confuse seemingly similar symbols (3 and 8, 6 and 9), displaying them upside down or mirrored. In the verbal form of the disorder, errors are identified in the identification of numbers that sound similar when presented verbally: children confuse “nine” and “ten,” “seven” and “eight.” Insufficiency of the control and planning function is detected as the child’s inability to retain instructions, arbitrarily stop counting, or start it from a certain number. In ordinal counting, numbers are duplicated and omitted.

Primary school students have difficulty recognizing arithmetic symbols. They make mistakes with the signs “-” and “+”, “<” and “>”. With mnestic disorders, an inability to learn and reproduce from memory even simple mathematical structures, for example, the multiplication table, is revealed. It is difficult to recognize and translate into mathematical notation the grammatical constructions “less than”, “less by”, “less in”, “more than”, “more by”, “more in”. Children continue to use visual objects - fingers, counting sticks, pencils - for counting and simple operations. It is difficult for them to remember the rules for performing calculations and the order of actions. If the perception of space is impaired, they add and subtract from right to left; in the example “7-3=” seven is subtracted from three. They make mistakes when transferring addition and subtraction operations from a horizontal to a vertical view, and confuse columns of numbers when multiplying with a “column” and dividing with a “corner”.

In middle and high school, dyscalculia affects the development of algebra, geometry and related sciences that require arithmetic calculations. Students often do not understand the formulation of problems, do not analyze the conditions, and do not retain data in their minds, even if there is visual support in the form of text or pictures. There are difficulties in establishing connections between concepts and distinguishing key information from secondary information. Common symptoms include difficulty recognizing date and time, creating a budget, decreased orientation in an unfamiliar environment, and inability to analyze a problem and apply different approaches and formulas to solve it. It is not always possible to understand graphs, formulas, and tables. Teenagers are poorly oriented using a map of the area and do not use information on public transport boards.

Correction of dyscalculia

Activities for the treatment of this disease are carried out in school speech therapy centers, clinics, and specialized children's institutions. Correction requires the joint work of various specialists (speech therapist, neurologist, psychologist and others). They conduct a comprehensive course for the correction of dyscalculia, develop visual-spatial mental activity, the ability to program mathematical structures, and logical-abstract activity. They form self-control processes in children.

Dyscalculia (difficulty with math)

Dyscalculia is a disorder expressed in the inability to learn and understand arithmetic operations, as well as the inability to operate with numbers and numbers.

This syndrome is considered as a specific neurological and neuropsychological disorder.

Of course, this pathology must be identified by a neuropsychologist in the child’s preschool age, otherwise its correction becomes a very difficult and lengthy process.

The main reason for the development of dyscalculia is underdevelopment of the intraparietal sulcus of the parietal lobe . This area of ​​the brain is responsible for processing optical information. To learn mathematics you need to visualize well, i.e. visually represent numbers and problems.

Prevention here can only be through well-structured mental mathematics classes from a very early age, from 3.5-4 years.

that can lead to damage to the parietal lobe of the brain are :

• complications during the perinatal period (prematurity, toxicosis, birth asphyxia);
• hereditary factor, genetic diseases;
• eating disorders;
• brain injury at an early age;
• organic brain lesions;
• neuroinfections;
• neoplasms in the brain.

Also, the causes of the development of dyscalculia include general mental retardation and various psychotraumatic factors.

There are several different classifications of the disorder. There are congenital and acquired, primary and secondary dyscalculia.

A classification that distinguishes 7 types of dyscalculia has become widespread in psychology and pedagogy:

• graphic – the inability to correctly write down a heard number, define a mathematical term, or depict a geometric figure;
• verbal – inability to correctly name a number, symbol, or indicate the number of objects;
• lexical – lack of understanding of mathematical operations, inability to perform tasks due to lack of understanding of the essence of operations, disturbance in spatial-visual processes;
• operational – inability to perform mathematical operations;
• practical-gnostic - lack of ability to abstractly count objects, distribute objects depending on such characteristics as quantity, shape, etc.;
• arithmeria - inability to learn to calculate;
• pseudodyscalculia - reduced mathematical abilities due to reluctance to learn, lagging behind the curriculum, illiterately structured learning process.

Dyscalculia is expressed in the following symptoms:

• inability to recognize the number of objects visually (the patient needs to count the objects one by one);
• difficulties in calculations;
• problems with abstract time counting;
• inability to intuitively determine the length of the distance traveled;
• violations of movement coordination;
• difficulties with the perception of the concepts of “more” and “less”;
• misunderstanding of the essence of such mathematical operations as subtraction, addition, division, multiplication;
• difficulty writing and naming numbers;
• lack of understanding of the process of solving simple mathematical problems without the use of visual material;
• misunderstanding of the concept of “number” and bit depth;
• lack of ability to perform logical-abstract actions.

The first signs of dyscalculia appear in early preschool age, when the need to perform basic calculations arises.

If symptoms of pathology are identified, it is necessary to contact a neuropsychologist for a comprehensive examination.

Neuropsychological diagnostics helps to identify the reasons for the lag or uneven development of a child using test tasks that show the degree of maturity and the level of interaction of different parts of the brain. To confirm and clarify the results of hardware-free diagnostics, our center uses instruments to assess the brain’s ability to process vestibular, visual and audio information, assess the quality of the blood supply to the brain, as well as the energy supply of the brain stem structures.

Treatment, correction

Math is a challenge for children with dyscalculia

The disorder is treated by a speech therapist-psychologist. Classes to correct the condition are conducted in groups or individually in a clinic or kindergarten. Quite often, groups are created to treat such children at centers that deal with the socialization of children with mental retardation.

The therapy is carried out with the help of exercises that teach the child to count correctly in a playful way. The development of the patient’s speech is also necessary.

How to get rid

During correction, various exercises are used that help to learn to visually perceive numbers, understand their sound names and master the principle of arithmetic operations.

Examples

1. Game with the clock.
   The child must move the arrows from number to number, pronouncing the name of each of them after the speech therapist. Gradually, the child will be able to connect the external designation of a number and its name.
2. Determination of sizes.
   The child puts together piles of cubes and then must determine which of them contains more objects. If he successfully completes the task, he receives a reward.
3. Shop game.
   The child plays the role of a salesman. The game is played not only in classes, but also at home.

Prevention

To reduce the likelihood of a disorder occurring, it is necessary to lead a correct lifestyle during pregnancy and breastfeeding. If a child has difficulties learning to count, it is necessary to urgently show him to a specialist.

Types of dyscalculia educational and methodological material in mathematics

"Types of dyscalculia"

Dyscalculia is a violation of the ability to count of varying degrees of severity. In most cases, it is detected in childhood or in elementary school and corrected then.

“Dyscalculia is a complex of violations of the understanding of the logic of mathematical operations, patterns of transformation of numbers and their relationships, lack of understanding of the conditions of the tasks.”

For correctional classes, special game exercises are developed that teach counting, while simultaneously developing the child’s speech and thinking, his musical, visual, and learning abilities.

The development of coherent, full-fledged speech is an extremely important area of ​​work for dyscalculia. Correction is carried out by expanding the vocabulary of children in parallel with teaching mathematical terms, their meanings and correct use.

At the first stage, the concepts of less-more, equally, names of geometric shapes, generalizing the characteristics of objects are introduced. Next comes training in ordinal counting and the use of numbers in speech, comparison of objects and their quantities, a connection is formed between a number and its appearance in writing, the development of various types of memory, fine motor skills, and thinking.

When stable results in counting and comparison are achieved, the teacher moves on to teaching the simplest arithmetic operations, pronouncing and writing them, understanding the meaning of the problem, and the logic of the solution.

Children's vocabulary and speech are expanding, and new ways of comparing objects are being taught. The concept of component parts, breaking an object into parts and putting it together from parts is introduced. Children learn to draw numbers and signs on paper. The development of motor skills, drawing skills, memory and speech continues.

Thus, based on the principles of the activity approach (activity, independence and complexity), a differentiated approach, taking into account the characteristics of the development of the mental function, the gradual formation of mental actions, specialists and teachers need to create a special correctional and developmental environment to stimulate the social, cognitive, speech and motor development of the child at base of the educational institution, to contribute to the creation of adequate conditions for its development and learning.

Signs of dyscalculia

Young children are taught to count not only so that they know mathematics well, but so that logical thinking generally develops, order is maintained in statements, consistency in actions and thoughts. As soon as a child begins to walk confidently, he can already be taught to count, count steps on the stairs, count fingers. By the age of three, a child should normally be able to count up to 3, by 4 - up to five, by 5 - up to 10, by 6 years old - up to twenty, and upon entering school - up to 100. If in kindergarten there is poor mastery of mathematical skills, then we are talking about the prerequisites for dyscalculia, which is expressed in the following:

• The child has a smaller counting range than his peers with normal development.
• When counting specific objects, summing up, the child points to the last object, instead of the entire group. Does not distinguish process from result.
• Often misses numbers while counting.
• He cannot count backwards correctly and often gets confused, which indicates a violation of the mechanisms for remembering the sequence of numbers and an inability to navigate the number series.
• In the preparatory group, a dyscalculic child, when counting objects, touches them and moves them with his hands, although normally he should already be able to count with his eyes and simultaneously look at a small number of objects.
• Children find it difficult to compare two groups of objects, especially if they are not in a row and are in different places. The concepts “quantity” and “magnitude” are confused. For example, when counting the fingers on the hands of an adult and a child, when asked who has more, I or you, they answer: “you.”
• There is no distinction between cardinal and ordinal numbers. They don’t understand the questions: “how much” and “which count”, they answer them the same way.
• Children make mistakes when solving simple problems. Often they do not understand or forget the question of the task. They respond and act without thinking, offering a solution similar to previous tasks.
• They do not recognize the numerical data written in words in the problem.
• They get confused in naming geometric shapes. They will not recognize a square if it is from a different angle, upside down, or when other shapes are superimposed.
• They are confused in spatial relationships, which are indicated by the words “between”, “after”, “before”, “subsequent”, “previous”.
• In mathematics lessons at school, children with dyscalculia show a low level of mental operations, especially if the task is formulated verbally and not visually. There is an insufficient level of verbal and logical thinking.
• During the lesson, such children's attention fluctuates, they are easily distracted, and are unable to retain numerical data in memory.
• Poor visual perception, do not assimilate the outline of numbers, mirror, mix up elements of numbers, and are poorly oriented in the cells of a notebook sheet.
• Poor vocabulary, do not understand terminology: add, increase, subtract, add.
• Poor fine motor skills of the fingers. They don’t write the numbers, but build them like cubes in a notebook, substituting the elements of the numbers, writing the numbers from bottom to top.

Treatment

Counting disorders in children require medication, psychological and speech therapy treatment. The child is given drugs to stimulate brain functions, taking into account the type of brain pathology. If dyscalculia (phobia of numbers) has a psychological cause, working with a psychologist will play a major role. For any cause and treatment, an important component is working with a speech therapist. To eliminate counting violations, the following classes are conducted:

• solving mathematical problems with specific objects and phenomena;
• the formation of abstract thinking with the help of various diagrams and reminders;
• performing complex thought processes without speaking;
• finding differences, generalization, classification of pictures;
• imitation of real actions in the game;
• image of words on a piece of paper.

To completely eliminate counting disorders in children, it is necessary to attend 30-90 sessions with a speech therapist. An important component of such treatment is home sessions with parents. The child should use the knowledge received from the speech therapist as often as possible and in all situations.

Clinical Brain Institute Rating: 5/5 — 1 votes

Share article on social networks