DYSCALCULIA

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DYSCALCULIA

• SCREENING AND INTERVENTION
• At KS2 and KS3

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DfES definition (2001)

• a condition that affects the ability to acquire
  mathematical skills .dyscalculic learners may
  have difficulty understanding simple number
  concepts, lack an intuitive grasp of numbers and
  have problems learning facts and procedures.

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NEUROPHYSIOLOGY

• Evidence that left parietal lobes, particularly
  the left, are activated in numerical processing
  and arithmetic. Faulty functioning could be
  responsible for dyscalculia.

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INCIDENCE

• Estimates vary between 3 and 6

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How do we identify it?

• Standardised arithmetic test and compare this to
  an IQ measure?
• Tests measure different things in different ways
• Other reasons for poor performance (poor
  instruction, missed school, anxiety, lack of
  exposure to numbers)

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STANDARDISD COGNITIVE TESTS?

• Evidence is that there is not a unique WISC type
  profile
• Working Memory indicators?
• Some evidence for weakness in central executive
  functioning specific for numerical stimuli
• Variable results, nothing definitive
• Problems with definition and other factors such
  as reading difficulties

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DYSCALCULIA SCREENER(Nfer/Nelson 2003)

• Developed by Brian Butterworth
• Based on research that showed dyscalculic pupils
  performed worse on certain numerical processing
  skills
• Dot counting
• Number comparison
• Timed arithmetic

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3 computer controlled, item timed tests
reaction time test

• Number comparison
• 6 8

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Dot counting

• . .
• . . . 6
• . .

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Item timed arithmetic

• 4 8
• v or X
• Left or right key
• Multiplication for older children

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• Normed for 6-14 years
• Claimed that it depends little on educational
  experience of child or other cognitive skills

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PROBLEM SOLVED?

• BUT
• Cut-off score bottom 4
• If dyscalculia is on a spectrum of difficulties
  rather like dyslexia, it could give false
  negatives
• Pupils tested who demonstrate all the traits on
  checklist still come out as negative
• Gifford (2005) feels results may reflect lack of
  early number experience
• Pupils get bored, press any key

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Borrow from dyslexia

• Structured
• Cumulative
• Multi-sensory
• Structured and cumulative important for any maths
  programme but should be small steps and spiral of
  learning
• Multi-sensory concrete materials, seeing,
  feeling, saying

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CONTENT

• Must include work on the number system and number
  patterns - does not come naturally to
  dyscalculic pupil
• Understanding and reasoning based
• Revision and repetition

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PROJECT

• Years 5, 6 and 7
• Using screener 6 identified as having
  dyscalculia, 2 controls
• 1 hour per week for 11 weeks
• Numicon (2003) Year 2 programme chosen

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• Emphasis on patterns and connections between
  numbers
• Builds basic understanding of numbers with
  patterns, images and counting
• Multi-sensory, can see and feel the shapes, talk
  through learning
• Cumulative and progressive

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THREE PARALLEL STRANDS

• Patterns
• Number system
• Calculations

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LESSON STRUCTURE

• Based on Dyslexia Institute Maths Programme
• Sequencing activity
• Maths pack
• Revision of previous teaching point
• New teaching point
• Review
• Reinforcement activity