| Dyscalculia is a big word, a mouth full, really. Most | | | | (OK, here is a modification that is good, too. Have |
| people are aware of it and aware that it has to do | | | | the student's problems shortened until success is |
| with problems doing math. But this syndrome encases | | | | met.) Throw in fractions, and these kids are |
| so much more than simple math inefficiencies. | | | | convinced they can't do math and that they are |
| Dyslexia is so common that everybody knows what | | | | dumb. |
| it is, and reading and writing problems seem to get all | | | | The problem really isn't the math. The problem is that |
| of the attention. But what about math problems? Is | | | | they are weak in visual memory and they have a |
| it just math anxiety, or is there a real underlying | | | | difficult time processing more than one step at a |
| problem? | | | | time. So, work on visual memory skills first with |
| So, what is dyscalculia? Dyscalculia is a term, which | | | | these kids. The weak visual memory is why they |
| means "specific learning disability in mathematics". | | | | can't remember their math facts. I have yet to meet |
| Following is a list of symptoms of dyscalculia: | | | | a kid with dyscalculia who knew all of his math facts. |
| · Poor mental math abilities | | | | The best way to do this is to hold up a card with a |
| · Inconsistencies with basic computation of | | | | few numbers and shapes on it. Here is an example: |
| addition, multiplication, division, and subtraction | | | | Hold this card up to the child for about 5 seconds and |
| · Difficulty understanding money and credit | | | | take it away. The child then copies the shapes and |
| concepts | | | | numbers from memory. As the child gets better at |
| · Fails to understand how small steps add up | | | | this, add more shapes and numbers. A few minutes |
| · May use number additions, substitutions, | | | | of this every day helps. Eventually, you can move on |
| transpositions, and reversals (this is similar to the | | | | to a math fact done in the same manner. Did you |
| dyslexia that we are all familiar with except it is with | | | | notice the use of color again? Black and white does |
| numbers) | | | | very little for these kids. We want to meet them half |
| · Almost always unaware of mistakes | | | | way and give them some tools for success. Color is |
| · May do well on book work but fails math | | | | one of these tools. Don't use purchased flash cards |
| tests | | | | for these kids. You may have noticed by now that |
| · May do well with reading, writing and other | | | | they don't work. Give them a math fact in color and |
| subjects but cannot seem to understand | | | | use it in the above-mentioned manner. Do about 2 or |
| mathematical concepts | | | | 3 a day. Don't overload them. Have them recall the |
| By now you may have a general idea that you or | | | | facts from yesterday before moving on. If they are |
| your child might be suffering from dyscalculia. It is | | | | still having trouble, they need pictures and stories to |
| often more frustrating than any other learning | | | | help them remember. If this doesn't work, then they |
| disability, because usually these kids do so well in | | | | need a tactile method. Have them write their facts in |
| other subjects. "Just try harder," parents lament. Or, | | | | shaving cream. Soon, all of the facts are learned, and |
| parents will bring out the trusty old flash cards and | | | | math becomes much easier. |
| force the child to go over them time and again. By | | | | Next, you need to make sure these kids are able to |
| the next day it is new information to the child, and | | | | do more than a couple of steps at a time. Practice |
| the frustration goes on. Parents are convinced that | | | | with commands such as walk, jump, skip. Keep |
| the child is just being lazy and trying to not do math, | | | | adding on to the list of commands. Do this on paper. |
| when nothing could be further from the truth. | | | | Say two numbers. The student is to write them. Add |
| After the immense pressure of performing well in | | | | another number. The student must write it and the |
| math and trying hard, these kids really do develop a | | | | previous numbers. Play with pattern blocks. You and |
| math anxiety on top of dyscalculia. They do have | | | | the student both have a matching set. Make a shape |
| processing disorders and are being made to perform | | | | with yours, show it to the student and then cover |
| with intense pressure to do well. This math is like a | | | | your set. The student must remember the order the |
| foreign language to them, and we are asking them to | | | | shapes were in a place his in the matching order. Give |
| speak it fluently in front of a large group of people. | | | | the student a number. Have him add another number |
| Generally, once dyscalculia is diagnosed, the student is | | | | to it. Then have him remember that number and |
| given modifications to help. Modifications are great. | | | | multiply a number with that new number, and so on. |
| The best modification for dyscalculia is to arrange to | | | | You see, these are games that build on processing. |
| have the student re-take a math test that was | | | | Card games are wonderful. Board games help, too. |
| failed. This sure takes the pressure off. There are | | | | Let your kid be the banker, even if he messes it up. |
| other modifications that can help, but it is most | | | | It's only a game. Help him give change back. I have |
| beneficial to get to the root of the problem. The left | | | | noticed that kids who play a lot of board games with |
| and right side of the brain must be considered. The | | | | their families do better in math than those that don't. |
| processing must be dealt with. The anxiety must be | | | | Kids who play a lot of video games seem to do |
| calmed. Then, and only then, will the student succeed. | | | | worse. Do you see the connection? I use the game |
| First, the left and right sides of the brain must | | | | Blink a lot with my students with dyscalculia. They |
| become balanced. It is common knowledge that the | | | | must be thinking of many things at one time, just like |
| left hemisphere of the brain is where we process | | | | you need to with long division. Kids love games and |
| math and logic. Most kids with dyscalculia are right | | | | will play them longer. |
| hemisphere dominant. They are simply not using the | | | | Finally, the math anxiety must be dealt with. This is |
| left sides of their brains. They need taught how to | | | | the most difficult part of dyscalculia for many people. |
| do this. There are many brain-building exercises | | | | After all is said and done and the student is |
| available that will do this. The brain needs to be | | | | performing better, he still keeps the anxiety. Every |
| balanced for efficient use. The student needs to be | | | | test can cause his palms to sweat and his heart to |
| able to access the left side of his brain as easily as | | | | beat fast. He is basically in fight or flight, and we |
| the right, and then math can be learned. The brain | | | | know that we can't learn and think in this mode. We |
| must be taught how to access the left side of the | | | | simply react. With the new math standards going to |
| brain. In addition, it is always best to have these kids | | | | more and more reasoning and problem solving instead |
| use colored pencils and blank sheets of paper when | | | | of computation, this is not the best method for a |
| doing math. Color is what keeps the right side of the | | | | struggling math student. |
| brain focused. These right brain dominant kids see | | | | Take the pressure of the kid to start with. If he fails |
| colors and pictures. As they work on their math, the | | | | a math test, so what? See if the teacher will let him |
| color keeps them focused. The blank paper keeps | | | | take it over. Practice the night before the test to |
| them from getting distracted. | | | | assure confidence. Don't berate the child for doing |
| Most kids start doing better in math after a few | | | | poorly. Don't punish because of his grades. He really is |
| weeks of brain balancing exercises. The magic eights | | | | doing the best he can. If the student is in high school |
| activity with numbers is truly magic for these kids. It | | | | and needs credits, you will have to be very actively |
| is also a good idea to have them count by 2's, 3's, | | | | involved in the student's life. Teachers must be |
| 4's, etc. This orders their world and helps their brains | | | | aware of the problem and be willing to help. Go over |
| work in a more systematic way. Have them write | | | | daily work with the student. Have practice tests with |
| their 2's one day, 3's the next, and so forth. | | | | the students. Pretend that it is test day at school. |
| Cross-crawls, martial arts, baseball, and golf are all | | | | You may even have to have the student tested in a |
| good brain building exercises, too. These alone won't | | | | separate room so they are not watching what other |
| cure dyscalculia, but they all will help. | | | | kids are doing. My daughter has math anxiety. We |
| Next, let's deal with processing disorders. These kids | | | | found out last year that if she went to the back of |
| just can't keep three or four images in their minds. | | | | the room to a separate table that she did much |
| And we ask them to do long division. Boy, division is | | | | better. She was judging herself against the other kids |
| long for these kids. While the ace math student is on | | | | who were whipping through the test and she had |
| number 24, these kids are still on number 1. Their | | | | herself convinced that she would fail because they |
| pages are a mess after all of their erasing, and they | | | | were smarter than her. The mind is truly amazing, |
| just can't remember what 5x6 is. By the time they | | | | isn't it? |
| figure out what the answer to 5x6 is, they forgot | | | | These are just some basic tips to help you with a |
| where they were on their page and which step they | | | | child with dyscalculia. There are so many more things |
| were on. Was it the multiply part or subtract? And it | | | | to do to help these children. Just be sure that they |
| goes on. Of course they don't get the right answers | | | | do get help. It is lonely and scary to be in a math |
| and they come home with 40 math problems to do. | | | | world that you just don't understand. |