Less than thirty years ago, a learning disability (LD) such as dyslexia was associated with "stupidity and laziness" (2005, Butterworth, p. 456). Such a notion is difficult to imagine in our world today, which we owe to scientific evidence allowing us to understand the genetic factors contributing to LDs. Yet, a number of LDs, such as dyscalculia remain relatively unexplored despite increasing awareness and acceptance of LD in general. Nonetheless, awareness establishes an environment of advocacy; support, together with early interventions will open the door to academic successes for students with dyscalculia.
Characteristics of dyscalculia A central characteristics of dyscalculia is "the concept of numerosity," which relates to a child's …show more content…
Nevertheless, what are the underlying differences that cause dyscalculia? Researchers have found that executive functions (EF) and working memory (WM) are the primary contributors to math specific LDs. EF is a multifaceted umbrella term that describes a multitude of brain functions including, organization and prioritization, regulation of one's emotions and managing frustration, memory, and shift/maintain attention (2008, T.E., Brown, p. 13). In effect, EF relate to higher-order thinking, or problem solving, which in essence is the cornerstone of mathematics. In addition, students with dyscalculia also experience a poor WM. WM allows a person to store information temporarily while simultaneously manipulating that information. Likewise, WM is also associated with the retrieval of information from long-term storage. Mathematic tasks often require students to retrieve information from long-term memory, such as multiplication tables and order of operations. When this mechanism does not function in a 'normal' fashion, these requests become unfeasible (2008, T.E., Brown, p. …show more content…
5), which raises concerns for parents, teachers, and students alike. Nevertheless, the cornerstone of effective remediation is early interventions. Still, older students can also experience success. Researchers Fletcher et al. (2007) have found that teacher-directed, academically focused instruction specifically in a group setting is most effective (p. 227) for all age groups. In addition, Fletcher et al. also found that skill-based instruction of mathematic problem-solving techniques taught in a way that allows students to eventually self-instruction (p. 226) translates into independence math competency. Supporting skill-based instruction, are a number of remedial intervention programs that provide teachers with lesson plans, skill-building tasks, and assessments. In fact, Dr. J.P Das, of the Das Centre for Developmental Disabilities at the University of Alberta, is the developer of "Modules for Math," which is a research based program with five modules targeting the primary issues that children with dyscalculia face such as, numerosity, visuo-spatial learning, and semantic learning (2015, J.P., Das. Math Modules, PDF). Mathematic is an essential part of life and with appropriates support and encouragement, students with dyscalculia can find academic
Characteristics of dyscalculia A central characteristics of dyscalculia is "the concept of numerosity," which relates to a child's …show more content…
Nevertheless, what are the underlying differences that cause dyscalculia? Researchers have found that executive functions (EF) and working memory (WM) are the primary contributors to math specific LDs. EF is a multifaceted umbrella term that describes a multitude of brain functions including, organization and prioritization, regulation of one's emotions and managing frustration, memory, and shift/maintain attention (2008, T.E., Brown, p. 13). In effect, EF relate to higher-order thinking, or problem solving, which in essence is the cornerstone of mathematics. In addition, students with dyscalculia also experience a poor WM. WM allows a person to store information temporarily while simultaneously manipulating that information. Likewise, WM is also associated with the retrieval of information from long-term storage. Mathematic tasks often require students to retrieve information from long-term memory, such as multiplication tables and order of operations. When this mechanism does not function in a 'normal' fashion, these requests become unfeasible (2008, T.E., Brown, p. …show more content…
5), which raises concerns for parents, teachers, and students alike. Nevertheless, the cornerstone of effective remediation is early interventions. Still, older students can also experience success. Researchers Fletcher et al. (2007) have found that teacher-directed, academically focused instruction specifically in a group setting is most effective (p. 227) for all age groups. In addition, Fletcher et al. also found that skill-based instruction of mathematic problem-solving techniques taught in a way that allows students to eventually self-instruction (p. 226) translates into independence math competency. Supporting skill-based instruction, are a number of remedial intervention programs that provide teachers with lesson plans, skill-building tasks, and assessments. In fact, Dr. J.P Das, of the Das Centre for Developmental Disabilities at the University of Alberta, is the developer of "Modules for Math," which is a research based program with five modules targeting the primary issues that children with dyscalculia face such as, numerosity, visuo-spatial learning, and semantic learning (2015, J.P., Das. Math Modules, PDF). Mathematic is an essential part of life and with appropriates support and encouragement, students with dyscalculia can find academic