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My world without numbers | Line Rothmann | TEDxVennelystBlvd

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-It is often the case with dyscalculic individuals that their positive human interactions with others is what keeps them from giving up in life.

(Rothmann).

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-People who are dyscalculic need to use strong word, color, or even music association just to have a fighting chance in this world we live in today.

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-Individuals who struggle with Dyscalculia also tend to struggle with time management and the concept of time overall.

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The largest prevalence study on dyscalculia occured in Havana Cuba using dot enumeration led by Vivian Reigosa Crespo and Mitchell Valdes Sosa at the Cuban Centre for Neuroscience (Reigosa-Crespo et al., 2012). This study first estimated the proportion of children who were dyscalculic. This study had every child (11,562) from 6.9 to 17.3 in one district of Havana undergo a curriculum-based group-administered standardized test each school year.

Of these, 1,966 were tested individually using a specially designed computerized “basic numerical battery” (BNB) comprising measures of efficiency that combined accuracy and speed in basic mathematical skills.

Of the 1,966 tested, 9.4% were classified as Arithmetic Dysfluent (AD), 4.5% were classified as having a Core Deficit based on their performance on dot enumeration and 3.4% were classified as Developmental Dyscalculic (DD).

Cuba's government sought to look into this issue with further testing. The Cuban National Survey of Learning Disabilities utilized 240 specialists (psychologists, speech therapists, psychiatrists, and teachers) to carry out the individual testing on a representative sample of over 16,000 children from Grades 3 to 6 from 270 schools across Cuba. This study confirmed the prevalence estimate of 3– 4% of the population of students with dyscalculia.

Other estimates suggest a prevalence of dyscalculia using a number sense as well as a calculation criterion is somewhere between 3.5% and 7% of the population.

Butterworth, B. 2019 p. 54-56

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Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching students with special needs in inclusive classrooms. Sage Publications. Chicago

Butterworth, B. (2018). Dyscalculia : From science to education. Retrieved from https://ebookcentral-proquest-com.gate.lib.buffalo.edu

Hudson, D. (2015). Specific learning difficulties - what teachers need to know. Retrieved from https://ebookcentral-proquest-com.gate.lib.buffalo.edu

Kucian, K., & von Aster, M. (2015). Developmental dyscalculia. European journal of pediatrics, 174(1), 1-13.

Talks, T. (2015, June 11). My world without numbers | Line Rothmann | TEDxVennelystBlvd. Retrieved from https://www.youtube.com/watch?time_continue=3&v=rlPFv_EDnvY

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- Lacks an intuitive sense of numbers (does not know which is larger or smaller).
-Unable to recognize number patterns
-Difficulty estimating answers
-Will confuse similar looking numbers such as 3 and 8 or 6 and 9.
-Reverse numbers, for example 350 might become 305.
-No confidence in mathematical answers
-Extreme difficulty learning times tables
-Cannot do mental arithmetic
-Problems remembering numerical facts
-Inability to see connections with "fact families" such as 3+5=8 and 5+3=8
-Difficulty remembering mathematical procedures and may have to keep relearning them.
-Not sure whether a procedure will make the answer smaller or bigger
-Not easily able to transfer skills to solving different sets of problems
-Inclined to panic and go blank when faced with word problems with difficulty to working out what a question is asking
-Misreads math symbols
-Difficulty remembering numbers during calculations
-Difficulty remembering sequences of numbers
- Difficulty remembering scores or moves in a strategic game game.
-Graphical representation, interpretation and creation will be extremely difficult
-Poor organizational skills
-Extremely emotional responses when asked to perform math skills in front of peers. Will have extreme anxiety and use avoidance tactics in an effort to avoid math
(Hudson, D. 2015 p. 54-58)

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5 Tips, Strategies, or Instructional Techniques

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5 Tips, Strategies, or Instructional Techniques

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1) Computer-based training program with aim of improving number representations
2) Calcularis includes multiple games in a hierarchical structure
3) Intervention works well with students with DD when there is a direct connection to the student's specific learning styles.
4) Students are encouraged to practice their number association with story based games at home for controlled amounts each day.
5) Using visuals and tangibles tend to help students with DD better grasp the mathematical concepts at hand.

(Kucian, K., & von Aster, pp. 4-7)

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Similar to Dyslexia Dyscalculia but with number. It is characterized by a students impaired mathematical abilities which make it difficult to learn and apply mathematics skills. Students struggle with number sense, fact and calculation and mathematical reasoning (Bryant, Bryant, & Smith, pp. 359-360).

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"Developmental Dyscalculia is a structural disorder of mathematical abilities  which has its origins in a genetic or cogenital disorder of those parts of the brain that are the direct anatomico-physiological substrate of the maturation of the mathematical abilities to adequate to age, without a simultaneous disorder of general mental functions."
(Butterworth, B. 2019, p.2)