Dyscalculia

By: Ramona Torres-Martinez

ECD 440
Fresno Pacific University
What is Dyscalculia?
According to the Diagnostic
and Statistical Manual of
Mental Disorders (DSM-IV),
Dyscalculia is defined as a
serious impairment of
learning of basic numerical-
arithmetical skills in a child
whose intellectual capacity
and school are otherwise
adequate.

Source: Kaufmann & Aster, 2012

Characteristics of Dyscalculia
Preschool Elementary Middle & High School

Trouble Struggles Struggles to

counting in the remembering understand
correct order simple math concepts like
facts (ex: 2+2=) money,
measurements,
maps, and
Difficulty Trouble graphs
understanding recognizing
the purpose of math symbols
counting and how to use Has difficulty
them properly with place
(ex: +,-, , x) value and
Trouble writing
recognizing Unable to numbers in the
simple perform mental correct column
patterns: Size math and uses
& colors fingers to
count
Has trouble
Struggles to participating in
recognize Has difficulty games that
number solving word require
symbols. (Ex. problems and keeping score
That 5 is the understanding
same as Five) math related
words

Struggles with
the visual-
spatial
representation
s of numbers
(Ex. Number
lines)

Source: Understood. org

 Testing and Evaluation
Students with Dyscalculia are given
a full evaluation test that assess their
IQ, Behavior, and Math abilities.
The evaluation is completed by a
school evaluator such as a
Psychologist
After the full evaluation the test
scores are assessed and a report is
written reporting the findings.
To become eligible for services a
students evaluation must
demonstrate strong discrepancy in
the areas of math.
Source: Understood.org/ Kelly, K. (n.d)
Areas of Math Evaluated:
Computation Skills: The ability to
perform math problems with speed
and accuracy
Math Fluency: The ability to quickly
recall math facts (2+3=)
Mental Computation: The ability to
solve math problems using mental
math skills
Quantitative Reasoning: The ability
to solve word math problem using
problem-solving skills
 Types of Tests
A few of the types of test used during evaluation
include:
Woodcock-Johnson IV Calculation Test (WJ-IV)
Wechsler Individual Achievement Test IV (WIAT-IV)
Numerical Operations, Mathematical Fluency and Calculations
Tests (MFaCTs)
Wechsler Intelligence Scale for Children (WISC-V)

Source: Understood.org/ Kelly, K. (n.d)

Services and Supplemental Aids
Professional Services
IEP/IDEA
Special Education teacher with experience in math
disabilities to work in collaboration with general education
teacher to create the appropriate accommodations and
Modifications for students
Reading Specialist: Helps students improve their reading
skills to solve word math problem
Psychologist: Helps students manage their attention and
anxiety issues to improve their focus during math lesson
Math tutor: To provide support and reinforce math skills

Source: Understood.Org/ Rosen, P. (n.d)

 Planning For Educational
Needs
Having an awareness and understanding of the characteristics of Dyscalculia
Having a full understanding the individual students strengths and educational
needs
Set academic goals that target the students math challenge areas and that
are achievable
Planning lesson that focus on the students strength's
Focus on the providing the services and aids that will provide the best
learning opportunity.

Turnbull, Turnbull, Wehmeyer, & Shogen, 2016, p.115

 Effective Instructional
Strategies
Using different methods and strategies to teach students with Dyscalculia the
same curriculum that other students without disabilities are learning
Provide extra time for students to complete their work and work at their own pace
Offering one to one instructional if needed
Using concrete materials to teach a math concept
Using the students knowledge about math to plan lessons
Introducing and working on one math concept at a time
Encouraging the student to draw out the math problem to visualize solution
Provide short and simple instructions during lessons
Offer strategies that meet the students learning needs

Source: Special Education Support Service, n.d

 Accommodations
Use graph paper to line up numbers and problems
Visuals aids like multiplication table, number line, math facts, and formulas
Small manipulatives for counting
Access to a calculator
Recording math lesson
Extra room on worksheets for working out problems
Fewer math problems on worksheets
Extra time during tests
Timer for time management

Source: Understood.org/ Morin, A. n.d.

 Useful Links for Dyscalculia
Math resources for teachers and Parents
http://www.ronitbird.com/resources/
Dyscalculia simulator
https://www.understood.org/en/tools/through-your-childs-eyes
 References
Kaufmann, L., & von Aster, M. (2012). The Diagnosis and Management of Dyscalculia. Deutsches rzteblatt
International, 109(45), 767778. http://doi.org/10.3238/arztebl.2012.0767

Kelly, K. (n.d). Types of Test for Dyscalculia. Retrieved from https://www.understood.org/en/school-

learning/evaluations/types-of-tests/test-for-dyscalculia

Morin, A. (n.d). Common Modifications and Accommodations. Retrieved from https://www.understood.org/en/learning-

attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications

Rosen, P. (n.d). Tutoring Kids with Dyscalculia: What you Need to Know. Retrieved from
https://www.understood.org/en/school-learning/tutors/types-of-tutoring/tutoring-kids-with-dyscalculia-what-you-need-to-
know

Special Education Support Service. (n.d). Strategies for Learning and Teaching. Retrieved from
http://www.sess.ie/categories/specific-learning-disabilities/dyscalculia/tips-learning-and-teaching

The Understood Team. (n.d). Understanding Dyscalculia. Retrieved from https://www.understood.org/en/learning-

attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia

Turnbull, A., Turnbull, R., Wehmeyer, M., & Shogen, K. (2016). Exceptional Lives: Special Education in Today's Schools
(8th ed.). Upper Saddle River, N.J: Pearson Education, Inc.