Mathematical Learning Difficulties - Dyscalculia

The aim of the study is to investigate the effects of using computer for
developing arithmetical skills of students with mathematics learning difficulty (MLD). The study was carried out with pre-test –post-test single subject research design. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school. The contents of the computeraided instruction materials consist of counting skills, place value and addition subjects which are related to 1st and 2nd grade mathematics course learning outcomes of primary school. The materials have been prepared in the light of educational neuroscience findings about mathematical cognition. Participants were given a total of 75 lessons of individual instruction for five weeks, every
day on weekdays and 20-30 minutes a day with the materials developed.
Achievement tests developed by the researcher were used as data collection tools. Test response times and correct answers of the participants were identified in the achievement tests. It was found that progress was achieved in counting skills and place value concepts and they could solve addition problems. However, it was revealed that the difficulties of students at the second grade level continued with addition, especially when the numbers were given side-by-side. It can be stated that computer assisted instruction used in this study developed students’ arithmetical skills and increased their speed. Triple code and the models which help reduce the workload of working memory are advised to be used in the instruction of the students having MLD.

The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school. The contents of the computer-aided instruction materials which have been designed consist of counting skills, place value concepts and addition subjects which are related to mathematics lesson's learning outcomes of 1st and 2nd grades of primary school. With the materials prepared, participants were given 75 lessons of individual instruction during five weeks, each weekdays and approximately 20-30 minutes a day. Dyscalculia screening tool and Panamath program were used as data collection tools. Panamath program calculates test response time, the percentage of accuracy and weber fraction data of participants. In the dot counting and comparison symbolic tests of DST, response time tests and number of correct answers of the participants were calculated, while mean absolute error were calculated in the mental number line tests. The findings of the study indicate that the approximate skills of the participants have developed and there has been significant increase in their speed of answering. INTRODUCTION Mathematics is a complex course which includes different domains like arithmetic, arithmetic problem solving, statistics, geometry, algebra, probability, and calculus. This condition means that variety of basic abilities related to sense of quantity, symbolic decoding, memory, visual-spatial capacity, and logics must be mobilized. Students who have difficulties with any of these abilities or in their coordination can experience mathematics learning disability (MLD) (Karagiannakis, Baccaglini-Frank, & Papadatos, 2014).

Uno de los problemas que se presenta en la enseñanza del Cálculo consiste en que prevalece el trabajo mecánico en las aulas, dejando a un lado la construcción de los conceptos, así como la evasión de con-sideraciones visuales al abordarlos. Este trabajo se enfoca en propo-ner elementos que permitan al alumno visualizar situaciones en las que está inmerso el concepto de derivada, como es el caso de la razón de cambio instantánea. Para ello se recurre a la tecnología disponible para los jóvenes, como los dispositivos móviles y aplicaciones de cómputo de uso específico. También se empleó realidad aumenta-da debido a que esta tecnología ha sido reconocida como apoyo en ciertos aspectos educativos tales como: la atención y relación viso-espacial. Para evaluar el sistema se consideró una muestra de 2 grupos de 30 estudiantes cada uno, un grupo fue el de control (GC) y el otro el de estudio (GE), ambos fueron evaluados después de haber trabaja-do una secuencia de enseñanza, en donde se utilizó la misma prueba y diferentes herramientas. Los resultados mostraron que el grupo de estudio identificó el concepto de derivada resolviendo de forma correcta un porcentaje mayor de reactivos en el cuestionario final en relación al grupo de control. El incremento en promedio del GE fue de 2.6 a 7.4 y del GC fue de 2.08 a 4, por lo que se concluye que actividades apoyadas con dispositivos móviles contribuyen a mejorar la visualización y la construcción de los conceptos.

abstract
One of the problems presented in the teaching of calculus is that mechanical work prevails in the classrooms, reducing the time for the construction of concepts, as well as preventing visual consider-ations when they are approached. This paper focuses on proposing elements that allow students to visualize situations that incorporate the concept of the derivative, such as the case of the reason for instantaneous change. To this end, we used the technology available to young people, such as mobile devices and specific computer  applications. We also used Augmented Reality since this technology has been considered a successful support in certain educational aspects, such as attention and visual-spatial relationships. To evaluate the system a sample of two groups of 30 students each was used; one was a control group (CG) and the other a research group (RG). Both were evaluated after having worked through a sequence of teaching in which the same test was used with different tools. The results showed that the research group identified the concept of the derivative and correctly solved a higher percentage of problems in the final questionnaire compared with the control group. The aver-age increase of the RG was from 2.6 to 7.4, and the CG was from 2.08 to 4, which led to the conclusion that activities supported by mobile devices contribute to the improvement of visualization and the con-struction of concepts.

Visualization of data has recently gained great importance in
education and use of infographics is regarded as an important tool in
teaching mathematics since it presents information in a clear and abstract
way. Therefore, use of infographics for helping individuals with mathematical
learning difficulties has become an important research question. This
study aims to provide an overview on the use of infographics in teaching
mathematics to individuals with mathematical learning difficulties. This
is a qualitative study in which document analysis was used the collect the
data. Results provided information about the definition of infographics,
effectiveness of using infographics in education and facilitative role of
infographics in enhancing learning of individuals with mathematical learning
difficulties, namely dyscalculia. Results were discussed with relevant literature
and recommendations for further research and practices were also presented.

Visualization of data has recently gained great importance in education and use of infographics is regarded as an important
tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping
individuals with mathematical learning difficulties has become an important research question. This study aims to provide an
overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a
qualitative study in which document analysis was used the collect the data. Results provided information about the definition
of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of
individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and
recommendations for further research and practices were also presented.
Key words: Infographics, Teaching mathematics, Mathematical learning difficulties, Dyscalculia, Visualization

It is essential to keep in mind if we want to understand the problem of learners with dyslexia, that the most frequent type of dyslexia is caused not only by phonological difficulties. The difference of these learners’ way of learning is an overall speciality in the information processing. Problems may arise in non-literal areas, like math, too. The best math teaching practices can help to avoid difficulties in math and help to be successful in the subject not only for learners with dyslexia, but for all learners.
This section provides insight of the similarities and differences in dyslexia and dyscalculia, a difficulty in learning or comprehending arithmetic and learning facts in mathematics. Clarification of the concepts can lead to a more directed intervention.
The teaching and learning methods that are suggested in this guide are methods proven to be efficient teaching and learning methods, and ground an inclusive teaching environment.

In recent years there have been significant advances in the use of ICTs (Information and Communication Technologies) in the education of students with learning disabilities. In this paper we represent some important studies which highlight the importance of using ICTs, with special reference to online and mobile learning applications, both for assessment and intervention required for students with dyscalculia. Results of the studies revealed that the use of ICTs in education and especially in children with dyscalculia, may in the future become an integral part of the global education process, however there are still many parameters to be investigated.

This study reports the psychometric properties of a Basic Number Processing Test (BNPT), which was developed in order to determine elementary school students at risk for Mathematical learning disorder. A total of 478 primary school students were selected from 12 different public schools with an attempt to get a representative sample. The reliability and validity of the Dyscalculia Screening Tool were assessed with approximately 120 students from each of the First to Fourth grade. Results showed that, except for the First grade, the test scores predict the significant portion of the student's curriculum based Math achievement scores for Second, Third and Fourth graders with having the highest variance in the Second grade. These findings indicate that BNPT could be used as a screening tool in order to determine the students at risk for Mathematics learning disorders in those grades. It could also be deduced that at least very important portions of the causes of low achievement in Mathematics might originate from either the core systems of number or the system for accessing numbers from symbols. It is also suggested that symbolic or non-reading measurement paradigms would be more appropriate for screening First graders.

4 The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Barbrina B. Ertle1, Herbert P. Ginsburg1, Maria I. Cordero2, Tracy M. Curran1, Leslie Manlapig1, and Melissa Morgenlander1 1Department of Human Development, Teachers ...

Only six states in India currently identify learning disabilities as a category of disability. This article highlights the challenges students with math learning disabilities face in their transition from secondary school to higher secondary education and Bachelor of Commerce degree programs in the state of Maharashtra. While the current educational policy aims to help students with learning disabilities participate in the general education curriculum and pass the 10 th standard secondary exam, the implementation of curricular modifications has repercussions in post-secondary settings when students lack the math content knowledge for a required math course in their Bachelor's degree program. This qualitative study highlights the transitional experiences of secondary and post-secondary individuals with math learning disabilities in Mumbai through interviews with students, college administrators, and lecturers; and a document review of Maharashtra's special education policies. The results suggest that current special education policies and college practices in Mumbai do not prepare students with math learning disabilities with the math knowledge that they need to succeed in post-secondary mathematics courses. Current higher secondary and post-secondary interventions in Mumbai are reviewed and implications for policy and practice for all levels of education are discussed.

Στην παρούσα εργασία διερευνώνται οι αιτολογικοί παράγοντες και τα χαρακτηριστικά των Μαθησιακών Διαταραχών. Εξετάζεται μεμονωμένα η κάθε διαταραχή και αναλύονται οι τρόποι αξιολόγησης/διάγνωσης και θεραπευτικής παρέμβασης που ακολουθούνται στη χώρα μας.

Abstract:

This project aimed to change the behavior of college advisors by educating them about dyscalculia. A 30-minute minicourse exposed professionals to practical information about math learning disability or disorder (MLD). The online course was emailed to the 360 listed undergraduate advisors at a prominent university. The course consisted of an initial questionnaire followed by an instructional video, 8 advising questions, a feedback area, and culminated in a dyscalculia-competent advisor certificate. After forty days, 23 advisors completed the questionnaires out of 49 total participants. In conclusion, the course did not radically alter behavior or increase the number of recognized MLD students, but did greatly increase knowledge of math disability and ideal advising practices. After instruction, advisors still lacked the necessary permissions and authority to act on behalf of remedial math students. Advisor education, alone, did not result in implementation of ideal practices for weak math students. Best practices include MLD screening and diagnostic referrals, pass-fail grading, and math course waivers and substitutions. Results showed that university administrators must first approve of and encourage specific actions before advisors can change their practices.

Hakkarainen, Airi
The relationship between mathematical and reading difficulties, upper secondary
education and enrolment to post-secondary education or work life
Joensuu, University of Eastern Finland, 2016, 53 pages
Publications of the University of Eastern Finland.
Dissertations in Education, Humanities, and Theology; 82
ISBN: 978-952-61-2034-8 (nid.)
ISBN: 978-952-61-2035-5 (pdf)
ISSNL: 1798-5625
ISSN: 1798-5625
ISSN: 1798-5633(pdf)
Abstract
This dissertation examined how mathematical and reading difficulties during comprehensive
education and the long-term effects of cumulative learning difficulties affect a young
person’s upper secondary education and subsequent enrolment to further studies or work
life. Further emphasis was put on the effects that educational support for upper secondary
studies and cumulative learning difficulties have on a successful educational track or on the
development of a negative educational track. The research material consisted of longitudinal
data from the Staying on Track of Learning research project conducted at the University
of Eastern Finland. Since 2004, the research project has followed the educational paths of
Year 9 students (N = 585) from a city in Eastern Finland through upper secondary education
into further studies or the transitional phase into work life. The research data was analysed
using structural equation modelling, which enabled us to investigate how learning difficulties
as whole and as distinct difficulties affect a young person’s education and career.
The research project’s three sub-studies examined young people’s educational tracks at
different stages. The first sub-study investigated how mathematical and reading difficulties
(measured in Year 9) and self-reported learning difficulties are linked to young people’s
enrolment to upper secondary education. The results of the study suggest that mathematical
and reading difficulties affected the young people’s school achievement by lowering
it significantly. Mathematical and reading difficulties along with low school achievement
contributed to young people – boys markedly more than girls – choosing vocational education
(i.e. a vocational track) rather than general upper secondary academic education (i.e. an
academic track) after compulsory education. Furthermore, if a young person experienced
difficulties in their learning during compulsory education, they were more likely to choose
a vocational track instead of an academic one.
The second sub-study examined how mathematical and word-level reading difficulties
that were measured in Year 9 were linked to educational support for upper secondary studies.
In particular, we examined how the aforementioned learning difficulties along with the
educational support received affected a young person graduating from upper secondary
education. The results of the sub-study suggest that young people with learning difficulties
did not receive educational support at the beginning of upper secondary education. Mathematical
and word-level reading difficulties were not a basis for receiving educational support until the second year of studies. In addition, the educational support given did not always
correct a negative educational path. Eighty-two participating young people dropped
out of upper secondary education, with half of them having mathematical or word-level
reading difficulties. It was also notable that mathematical difficulties were directly linked to
the discontinuation of studies during upper secondary education, while word-level reading
and mathematical difficulties weakened school achievement during upper secondary
education and increased the risk of dropping out.
The third sub-study investigated how young people’s mathematical and reading difficulties,
along with externalising and socio-emotional disorders, affected their graduation
from upper secondary education, continuing studies after upper secondary education, and
contributed to exclusion from education and employment. The results suggest that mathematical
and reading difficulties noticeably affected their graduation from upper secondary
education and subsequent education and employment opportunities. A notable finding was
that mathematical and reading difficulties seem to affect young people’s educational paths
in different ways. Mathematical difficulties contributed to them not continuing their studies
after upper secondary education. Furthermore, mathematical difficulties combined with
low prosocial skills put a young person at risk of joining the ranks of those not engaged in
education, employment or training five years after completing basic education. Reading difficulties,
combined with externalising disorders seemed above all to delay graduation from
upper secondary education.
The results suggest that mathematical and reading difficulties clearly increase the risk
of dropping out or delaying graduation from upper secondary education. They also add to
the possibility of exclusion from education and employment. Learning difficulties can thus
be regarded as factors that can push young people to the brink of marginalization. The basis
of the Finnish educational system is to create equal learning opportunities, regardless of
students’ circumstances. The results of this study suggest that educational equity does not
sufficiently materialise for those with learning difficulties.
Keywords: mathematical difficulties, reading difficulties, externalising problems, socioemotional problems, school achievement, transition, support, secondary education,
educational career, dropout

Money Teaches Place Value is a teaching resource proven successful with dyscalcuic students. It shows place value from ones to quadrillions using realistic US currency (teaching money). Use magnetic paper clips to hold bills in place values on a magnetic chalk or whiteboard. Print out 10 copies of each page of bills, cut out and sort. Use to demonstrate the base ten system, trading in, 10 ones are traded for 1 ten, and so on. Use the bills to demonstrate large numbers in the news, addition, multiplication, subtraction, division, half, fractions, and other numeracy concepts. For complete instructions and additional resources see, http://www.dyscalculia.org/math-tools/money and http://www.dyscalculia.org/math-tools/our-lessons.