Dyscalculia is a learning disorder that affects a person's ability to understand and perform mathematical calculations. Although not as well known as dyslexia, it is estimated to affect between 3 and 6% of the population 1. This article explores the conceptualization of dyscalculia, its neuropsychological basis, characteristics, and subtypes, based on scientific research.

Conceptualization of Dyscalculia

Dyscalculia is defined as a persistent difficulty in learning or comprehending arithmetic2. It is not a lack of intelligence, but rather a difference in the way the 3. People with dyscalculia may have difficulty with a variety of mathematical skills, from basic concepts like bigger vs. smaller to complex arithmetic operations and abstract mathematical reasoning1. It is important to note that dyscalculia is a specific learning disorder, meaning that it selectively affects the learning of mathematics. A child with dyscalculia may perform well in other subjects, such as language or history, and still struggle in classes that use mathematics4.

Anteriormente, la discalculia se centraba en las habilidades aritméticas, pero la definición actual se ha ampliado para incluir habilidades matemáticas más abstractas 5. Este cambio de enfoque, reflejado en las recientes revisiones de los criterios diagnósticos de la Organización Mundial de la Salud (CIE-11), reconoce que la discalculia puede manifestarse de diversas maneras y afectar diferentes áreas de las matemáticas 5. Un estudio reciente de Morsanyi et al. (2018) encontró que la prevalencia de la discalculia era mucho menor de lo que se estimaba anteriormente cuando se utilizaba el criterio de discrepancia 5.

Dyscalculia often occurs alongside other conditions, such as general learning difficulties, speech and language difficulties, and dyslexia5. This comorbidity highlights the complexity of dyscalculia and the need for comprehensive assessment to identify the individual needs of each person.

Neuropsychological Basis of Dyscalculia

Neuropsychological research has identified differences in brain structure and function in people with dyscalculia. Neuroimaging studies have shown reduced gray and white matter volume in areas of the brain related to numerical processing, such as the intraparietal sulcus (IPS), supramarginal gyri, left precuneus, cuneus, right superior occipital gyrus, bilateral inferior and middle temporal gyri, and insula2. These structural differences may affect the brain's ability to process numerical information and perform mathematical calculations. A longitudinal study revealed that these structural differences in long association fibers and adjacent regions of the temporal and frontoparietal cortex persist in children with dyscalculia from childhood to adolescence6.

In addition to structural differences, altered brain activation patterns have also been observed in people with dyscalculia during the performance of mathematical tasks. For example, some studies have found reduced activation in the IPS and dorsolateral prefrontal cortex during number comparison tasks7. Other studies have reported hyperconnectivity between the IPS and other brain regions, such as the prefrontal cortex, parietal cortex, and basal ganglia, which could interfere with the efficient processing of numerical information7.

It is important to note that dyscalculia is not due to a single cause, but rather is a multifactorial disorder that can be influenced by genetic, developmental, and environmental factors8. Research continues to explore the neurobiological basis of dyscalculia to better understand this disorder and develop more effective interventions.

Characteristics and Subtypes of Dyscalculia

The characteristics of dyscalculia can vary considerably from person to person, depending on the specific areas of mathematics that are affected 9. Some common characteristics include:

  • Difficulty counting and understanding the concept of number. 3 This may manifest as difficulty learning the number sequence, counting objects, or understanding the magnitude of numbers. It may be related to verbal dyscalculia (difficulty understanding and using mathematical language) or ideognostic dyscalculia (difficulty understanding mathematical concepts).
  • Problems memorizing multiplication tables and other basic math facts. 3 People with dyscalculia may have difficulty remembering basic arithmetic operations, which can affect their ability to perform more complex calculations.
  • Difficulty performing mental or written calculations.9 This may include difficulty performing addition, subtraction, multiplication, and division, both with small and large numbers. It may be related to operational dyscalculia (difficulty performing mathematical calculations).
  • Difficulty understanding math problems and applying problem-solving strategies. 9 People with dyscalculia may have difficulty interpreting the information presented in a math problem, identifying the necessary operation, and applying the appropriate strategies to solve it.
  • Difficulty understanding abstract mathematical concepts, such as algebra or geometry.1 This may include difficulty understanding variables, equations, and spatial relationships. It may be related to visuospatial dyscalculia (difficulty understanding spatial relationships and geometry).
  • Difficulty estimating quantities and making measurements. 3 People with dyscalculia may have difficulty judging the number of objects in a set, measuring lengths or weights, or estimating time.
  • Difficulty handling money and performing financial transactions. 11 This may include difficulty counting money, giving change, understanding prices, or managing a budget.
  • Anxiety or frustration with math. 3 People with dyscalculia may experience negative emotions, such as anxiety, fear, or frustration, when faced with situations that require the use of mathematics. These emotions can affect their performance and motivation in mathematics.

In addition to the characteristics mentioned above, dyscalculia may also be associated with difficulties in general cognitive skills, such as verbal and visual working memory, inhibitory function, attentional function, ordering/sequencing skills, and reasoning skills5. These difficulties can contribute to the challenges faced by people with dyscalculia in learning mathematics.

Diagnosis and Intervention

The diagnosis of dyscalculia is usually made through a comprehensive neuropsychological evaluation, which includes standardized tests, interviews, and review of academic history12. It is important to rule out other possible causes of mathematical difficulties, such as lack of adequate instruction, attention problems, or anxiety13. Early identification and treatment of dyscalculia are very important, given its frequent association with mental disorders13.

Treatment for dyscalculia is based on the individual needs of each person and may include educational interventions, occupational therapy, and psychological support13. Some common strategies include:

  • Multisensory instruction that uses different learning channels (visual, auditory, kinesthetic)11. This may include the use of manipulative materials, games, and activities that involve different senses.
  • Use of manipulative materials and games to facilitate the understanding of mathematical concepts14. Concrete materials can help people with dyscalculia visualize and manipulate mathematical concepts, making them easier to understand.
  • Curriculum adaptations and compensatory learning strategies. This may include providing extra time to complete tasks, using calculators or other support resources, and modifying tasks to make them more accessible.
  • Emotional support and motivation to foster confidence in mathematics. It is essential to create a positive and supportive learning environment that fosters confidence and motivation in people with dyscalculia.

It is important to start intervention early, as the brain is more capable of developing number sense at a young age11. Early intervention can help prevent learning difficulties and improve long-term academic performance.

Acquired Dyscalculia

It is important to distinguish between developmental dyscalculia, which is present from childhood, and acquired dyscalculia, which develops later in life as a result of brain injury3. Acquired dyscalculia is not a learning disorder, but a consequence of brain damage that affects areas related to mathematical skills. Brain injuries can occur for a variety of reasons, such as traumatic brain injury, stroke, or neurological disease.

Conclusion

Dyscalculia is a learning disorder that affects a person's ability to understand and perform mathematical calculations. Neuropsychological research has identified differences in brain structure and function in people with dyscalculia, suggesting that it is a disorder with a neurobiological basis. The characteristics of dyscalculia can vary considerably, and different subtypes have been proposed to classify the specific difficulties observed. Early diagnosis and individualized intervention are crucial to help people with dyscalculia develop their mathematical skills and reach their full potential.

The information presented in this article is based on a selection of the most relevant and recent peer-reviewed scientific articles, with the aim of providing an updated and comprehensive overview of dyscalculia. Research in this field continues to advance, and it is essential to raise awareness of dyscalculia to promote early identification, effective intervention, and appropriate support for people with this condition.

References List

1. What is dyscalculia? – Understood.org, https://www.understood.org/en/articles/what-is-dyscalculia

2. Dyscalculia – Wikipedia, https://en.wikipedia.org/wiki/Dyscalculia

3. Dyscalculia: What It Is, Causes, Symptoms & Treatment, https://my.clevelandclinic.org/health/diseases/23949-dyscalculia

4. How to Spot Dyscalculia – Child Mind Institute, https://childmind.org/article/how-to-spot-dyscalculia/

5. www.lboro.ac.uk, https://www.lboro.ac.uk/media/media/services/lumen/cards/Dyscalculia%20-%20What’s%20new%20KM%201.pdf

6. Persistent Differences in Brain Structure in … – Frontiers, https://www.frontiersin.org/journals/human-neuroscience/articles/10.3389/fnhum.2020.00272/full

7. med.stanford.edu, https://med.stanford.edu/content/dam/sm/scsnl/documents/Menon_Padmanabhan_Schwartz_Cognitive-neuroscience-of-dyscalculia-and-math-learning-disabilities.pdf

8. A Neurological View for Mathematical Learning Disabilities – Science Repository, https://www.sciencerepository.org/a-neurological-view-for-mathematical-learning-disabilities_NNB-2019-4-104.php

9. Visuospatial Dyscalculia: Characteristics and Treatment – Dyscalculia, https://stopdyscalculia.com/blog/visuospatial-dyscalculia/

10. Dyscalculia Characteristics, Symptoms and Signs – Edublox Online …, https://www.edubloxtutor.com/dyscalculia-characteristics-symptoms-signs/

11. What is Dyscalculia? – Learning Disabilities Association of America, https://ldaamerica.org/what-is-dyscalculia/

12. Dyscalculia Definition: Symptoms & Treatment of the Math Learning …, https://www.additudemag.com/what-is-dyscalculia-overview-and-symptom-breakdown/

13. The Diagnosis and Management of Dyscalculia – PMC, https://pmc.ncbi.nlm.nih.gov/articles/PMC3514770/

14. The effect of basic neuropsychological interventions on performance of students with dyscalculia – EOEP Molina, https://www.eoepmolina.es/wp-content/gallery/Dyscalculia/The%20effects%20of%20a%20neuropsicological%20intervention%20in%20students%20with%20dyscalculia.pdf

Thank you for supporting education with science and heart.
Your donation keeps the Neuroeducador project alive.