Dyscalculia, or specific difficulty in learning mathematics, is a disorder that causes children with normal intelligence and schooling to have difficulties in numerical processing, estimation, arithmetic calculation and problem solving. That is, they are children who have marked difficulties in performing calculation procedures and in creating strategies to solve mathematical problems.
Causes of dyscalculia
The basis of this disorder lies in a dysfunction of the brain areas involved in the resolution of mathematical aspects. Mathematics learning is multifactorial (i.e., it involves visuospatial, verbal, auditory perception and attentional functions). For this reason, some authors claim that the clinical manifestations vary depending on which area is most affected.
Although the specific genes involved are not known at this time, twin studies support the hypothesis that dyscalculia is a genetically based disorder, affecting 3-6% of the population.
Neither problems during pregnancy or childbirth, lack of effort, jealousy or incorrect educational patterns are the cause of dyscalculia. Nor is it caused by visual problems.
What areas of the brain are affected in dyscalculia?
The most relevant brain area in dyscalculia is the parietal lobe, specifically the horizontal segment of the intraparietal sulcus and the left angular gyrus.
The horizontal segment of the intraparietal sulcus is responsible for the internal representation of quantities and the relationships between them and we use it, for example, to estimate quantities.
The angular gyrus is activated in those tasks that require verbal encoding of number, for example, when reciting multiplication tables.
However, dyscalculia also affects the frontal lobe, since it would fulfill some secondary functions related to arithmetic problem solving, in addition to being in charge of working memory (necessary to retain intermediate operations during the process), and of organizing and planning the steps of the task, as well as checking and correcting errors.
What are the main manifestations of dyscalculia?
The symptoms of dyscalculia vary according to age, and tend to become more apparent as children get older, but they can be detected early, even from the first stages of schooling.
Thus, these children in kindergarten and early elementary school show difficulties in the acquisition of the basic numerical concept (i.e., they have difficulty understanding numbers), they have difficulty acquiring counting, knowing which number is greater than another, knowing which number is between two others, etc.
Later, in more advanced grades, the lack of agility to handle large numbers, not knowing what operation to apply to solve a problem, or spending a lot of time and effort for mental arithmetic or math homework, may be symptoms of dyscalculia.
In secondary education, persistent failure in the subject of mathematics becomes evident with marked difficulty in solving more sophisticated problems.
How dyscalculia is diagnosed
The diagnosis of dyscalculia is made by a clinical assessment and a complete neuropsychological study, which among other things allows to rule out the presence of other associated disorders (given the frequent association with ADHD, dyslexia, etc.).
As in all other learning disorders, the earlier it is diagnosed and appropriate psychoeducational measures are put in place, the better the prognosis.
How is dyscalculia treated?
There are 2 pillars on which the treatment of dyscalculia is based:
- Specific reeducation: refers to a series of pedagogical techniques through which the child receives direct help to acquire greater skills in the handling of quantitative relationships, as well as in the concept of order, size and distance. In the same way, the meaning of signs, the arrangement of numbers, and the sequence of steps in calculating and solving problems are worked on.
- Curricular Adaptations Plan: refers to the adaptations practiced by the school itself, which allow the child to advance in learning despite his or her difficulties in the area of mathematics.