Dyscalculia: the difficulty in learning mathematics

This learning disorder makes it difficult to calculate, read and represent numbers.

Believe it or not, there is evidence that human beings are born with certain mathematical born with certain abilities to think in mathematical terms.. For example, newborns are already able to count units in small quantities, which is the prelude to being able to add and subtract in the future.

However, just as we are especially prepared for mathematics, it is also true that in some cases these kinds of specific mental specific mental processes can be impaired by a specific disorder.. This is what happens in cases where a type of difficulty called dyscalculation is detected. a type of difficulty called dyscalculia.

What is dyscalculia?

Dyscalculia is a type of learning learning difficulty that specifically affects the mental operations related to mathematics. and cannot be explained by the presence of mental retardation or poor education.

In the same way that dyslexia affects reading, dyscalculia affects the handling of numbers and arithmetic in general, especially in relation to the simplest mathematical operations, such as addition and subtraction. That is why dyscalculia is also known directly as mathematics learning difficulties (MALD)..

Symptoms and diagnosis

Dyscalculia is often accompanied by other learning difficulties, such as dyslexia or dysgraphia. Therefore, in the DSM-V diagnostic manual, dyscalculia is part of a broader diagnostic category known as Specific Learning Disorders.. Within this, it is possible to specify which specific difficulties are manifested in each case, such as problems in reading and in the mastery of mathematics, in writing only, etc.

As for the symptoms of dyscalculia, these are grouped into several categories, and cannot be due to an injury or a malformation linked to a known disease:

Graphic transcription

In some cases, people with dyscalculia find it difficult to memorize the have difficulty memorizing the symbol representing each number, or they draw them in a different way.or draw them in an abnormal way, for example upside down. In the same way, it is frequent that they are not able to order groups of numbers writing them from left to right.

Failures in the learning of notions of quantity

In dyscalculia it is very common not to understand that a number is made up of groups of units.The idea of number-object association necessary to perform basic mathematical operations is not created, and therefore, attempts are made to count with the fingers (the position of the fingers acts as a working memory).

Causes of dyscalculia

As in learning disorders in general, the exact cause of dyscalculia is not known, probably because there is not only one but several causes that act together and feed back on each other..

That is why, for the moment, it is assumed that dyscalculia has a multifactorial origin in which maturation problems of certain parts of the brain are involved as well as more psychological aspects related to cognition and emotion management.

To understand this better, let us use an example. The brain of a child with dyscalculia will probably have directly affected areas of the brain in charge of working with numbers, but in addition to that will have become accustomed to the idea that he or she is not good at mathematics, which will make him or her try less hard and consequently do even less well.This will make him or her try less hard and, consequently, his or her results will be even worse.

It is important to note that psychologists and educational psychologists can intervene on the psychological aspects of dyscalculia, making the learning performance of diagnosed individuals improve or at least not worsen.

Prognosis and treatment

Currently very little is known about how untreated cases of dyscalculia evolve, although in the medium term it is known to be associated with psychological problems such as low self-esteem or the appearance of symptoms of depression.

However, dyscalculia can be treated through psychological and psycho-pedagogical work. For this it is necessary to carry out a process of cognitive restructuring related to the use of basic mathematics and self-concept.

This teaches the fundamental foundations of mathematics without which no progress can be made, and at the same time discards ideas that hinder learning, such as the belief that numbers do not exist.