Dyscalculia is a processing issue that stems from the parietal and temporal lobes of the brain. Students who are dyscalculic have difficulty processing and recognizing number forms and symbols and making sense between number relations. For example, a student with dyscalculia might not see a difference between 27 and 72 or that 3+6 is different than 3X6.
Dyscalculia appears to affect boys and girls equally and approximately five percent of the population is dyscalculic, which is similar to the dyslexic population. On average, any given classroom will have one to three students with dyscalculia.
Because dyscalculia is a processing disorder, students with dyscalculia take a longer time to complete math assignments. In the early grades, this can be very difficult because arithmetic is considered the most basic and easiest math process. Other areas of math, such as geometry or probability theory, may be easier for dyscalculic students. One of the ironies of this, however, is that a dyscalculic student might become so anxious and so frustrated with math that they will not be able to get to these areas of mathematical study. (This reminds me of Einstein and how he was identified as being learning disabled, particularly in math. I wonder if he was dyscalculic?)
For someone with dyscalculia, remembering number shapes, identifying symbolic representations of numbers, and interpreting mathematic symbols is very challenging. As a result, a child who can’t perform simple addition functions may experience lowered self-esteem and higher anxiety, which is where “I hate math!” begins. Another challenge is that in lower grades, students with dyscalculia may be able to score in the basic or lower proficient range of state or province tests, which masks their need for intervention, testing, and support.
Students with dyscalculia benefit from additional time and hands-on materials,