Time telling is a fundamental life skill that is essential for individuals to navigate their daily lives. Not only does it allow us to plan and organize our day, but it also helps us to be punctual for appointments, meetings, and other important events. In today’s fast-paced world, being able to tell time accurately is more important than ever.

For special education students, learning to tell time can be a challenging task. These students may have learning difficulties, cognitive delays, or other challenges that make it difficult for them to understand and use time concepts. Special education teachers and support staff work tirelessly to provide these students with the necessary tools and resources to develop their time-telling skills. 

However, it is important to consider the individual needs of each special education student when teaching time telling. For example, some students may benefit from the use of a digital watch or a talking clock, while others may need more hands-on activities. The article below mentions the reasons why learning disabilities make telling time difficult for special needs children and the strategies that can be used to help them. Also, you’ll find an interesting time-telling workbook below as a bonus surprise. So, keep reading and learn about some amazing facts and strategies!

Telling time & learning disability: Which areas do students face problems in?

Students with learning disabilities may be equally smart as the other kids, however, it is important to acknowledge there might be a neurological cause to their challenges. Due to this, they may face difficulties in understanding and mastering the skill of telling time for a variety of reasons. These may include:

1. Difficulty understanding the concept of time: Some students may have difficulty understanding the abstract concept of time and how it is measured.

2. Difficulty with numbers: Learning disabilities like dyscalculia make it difficult for students to understand numbers, which can make it difficult for them to read and understand the numbers on a clock.

3. Difficulty with spatial relationships: Difficulty in understanding spatial relationships can make it more difficult for students to understand how the hands on a clock move.

4. Difficulty with fine motor skills: Fine motor skills difficulty are present in many learning disabilities, and they can surely add to the difficulty of manipulating a clock or using a stopwatch.

5. Difficulty with memory: Some students may have difficulty with memory, which can make it difficult for them to remember how to tell time.

6. Difficulty with attention: Disorders like ADHD pose a problem in concentration, hence, making some students face difficulty with attention. Hence, making it difficult for them to focus on the task of telling time.

7. Difficulty with visual processing: Some students may have difficulty with visual processing, which can make it difficult for them to read the numbers on a clock or understand the position of the hands.

8. Difficulty with language processing: Language processing might also be a factor affecting time telling in specially-abled children. This can make it difficult for them to understand the words and phrases used to describe time.

It is important to note that every student is unique and may have different difficulties in learning to tell time, so it’s important to tailor instruction to their specific needs. Understanding the areas that students face problems with will help to create an effective teaching strategy. Furthermore, teachers and parents can also opt to list out some time-telling IEP goals to help these kids further.   

How to teach telling time to a special education student

Teaching telling time to a special education student can be challenging, but with the right approach, it can be done effectively. Here are some tips and strategies for teaching this important skill to students with special needs:

1. Start with the basics: Before teaching the students how to tell time, make sure they understand the concepts of hours and minutes. Use visual aids such as clocks, pictures, and diagrams to help them understand.
2. Use hands-on activities: Hands-on activities are a great way to help students with special needs learn. Allow the student to practice telling time using a real clock or a manipulatable clock. This will help them understand the concept of time and how the hands on a clock move. Furthermore, while the concept of telling time is different than elapsed time, a few activities of the latter can also be beneficial for the kids as both ultimately focus on teaching time-related skills to the kids. 
3. Break it down: Break down the task of telling time into smaller, more manageable steps. Start with teaching the student how to read the numbers on a clock, then move on to teaching them how to read the hands on a clock. Once they have mastered these skills, teach them how to tell time using the minute and hour hands.
4. Use visual cues: Visual cues such as color-coding the hour and minute hands can be helpful for students with special needs. This will help them to quickly identify the difference between the two hands and understand how they move.
5. Use repetition: Repetition is crucial for students with special needs. Practice telling time regularly, and encourage the student to practice at home as well.
6. Use technology: There are many apps and software programs that can be used to teach telling time to students with special needs. These programs can provide interactive lessons, quizzes, and games that make learning fun and engaging.
7. Use real-life examples: Make sure to apply the concepts of telling time to real-life examples. For example, ask the student what time they need to wake up in the morning, or what time their favorite TV show comes on.
8. Be patient and encouraging: Teaching a special education student can be challenging, but it is important to be patient and encouraging. Remember to celebrate their successes, no matter how small they may be.
9. Measuring progress: After identifying, at which point the child faces problems with telling time, measures can be taken, such as teaching them how to tell time within a single hour, then going to two hours and gradually increasing it for the whole clock. Additionally, keeping track of their progress and figuring out where they get stuck can also be kept under supervision.

Special educators and psychologists recommend using a multi-sensory approach, such as breaking down the task and using real-life examples, amongst others. These strategies can be used in combination with one another to help the student understand and master the skill of telling time. It is also important to remember to be patient and encouraging and to celebrate the student’s successes along the way.

What does the research say about time-telling and learning difficulties?

Time-telling problems have been observed in several children, whether neurotypical or special needs. However, the areas affected might be different for the two. For instance, while a neurotypical child may have problems with vision, a special needs child may face problems in visual processing.

A study by Weiber et al.^[1], found that the use of oral instruction alongside large clocks resulted in improved time telling. As time can be less concrete for a special needs child to understand, they might have trouble grasping the concept of time. For instance, a study^[2] by Ann L. Owen found that the concept of time might be too abstract for special needs children, hence, introducing a practical applicability framework will help them clarify the concept.

Printable Time-Telling Workbook For Practice

To help special education students learn to tell time, we’ve got you “Time-Telling Workbook for Kids” which offers an engaging and colorful approach. This workbook features 10 vibrant worksheets, each with a big clock at the center. Kids are encouraged to draw the clock hands according to the time specified, making the learning process interactive and fun.

The workbook’s bright and appealing design captures children’s attention and keeps them focused on mastering this essential skill. By practicing with these worksheets, kids can develop their time-telling abilities in a visually stimulating environment that supports their learning journey.

Conclusion

As the clock ticks and the minutes pass, time is a precious commodity that we can never get back. It’s a skill that is vital to our daily lives, as it enables us to plan, organize, and make the most of our time. But for special education students, learning to tell time can be a daunting task. That’s where special education teachers and support staff step in, they are the timekeepers of the future, guiding these students to master the art of time-telling.

By using creative and engaging techniques such as visual aids, hands-on activities, and interactive games, special education teachers can help these students understand the concept of time in a fun and relatable way. Schedules can also be used to provide structure and routine to their day, giving them a sense of time and its importance in their daily lives. It’s important to note that every special education student is unique and therefore their learning process should be tailored to their individual needs.

In essence, teaching special education students to tell time is not just about teaching them how to read a clock, it’s about giving them the tools to navigate their world with ease and independence. It’s a journey that requires patience, understanding, and a willingness to think outside the box. With the help of special education teachers, these students will be able to keep pace with the ever-ticking clock and make the most of every moment.

References

1. Wieber, A. E., Evoy, K., McLaughlin, T. F., Derby, K. M., Kellogg, E., Williams, R. L., Peterson, S., & Rinaldi, L. (2017). The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats. Learning Disabilities: A Contemporary Journal, 15(2), 239–248. http://files.eric.ed.gov/fulltext/EJ1160663.pdf
2. Owen, A. L., & Wilson, R. R. (2016). Unlocking the riddle of time in learning disability. Journal of Intellectual Disabilities. https://doi.org/10.1177/1744629506062269

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post How To Teach Telling Time To A Special Education Student? appeared first on Number Dyslexia.

A 20-page academic research paper containing various sections like previous literature review, method, discussion, references, appendix, etc. 

Or 

A multi-tiered diagram representing the key concepts and the relationship between them.

If given the choice, which one would you choose? 

If you thought second, then you chose a mindmap over an extensive piece of informational reading.

Mind Maps are simple but highly effective educational tools that help in clarifying concepts, summarizing information, and presenting it in a concise, easy-to-understand manner. This could also have the potential of aiding students with learning differences in better understanding and recall.

This blog highlights how Mind Maps can be helpful for individuals with dyscalculia and also illustrates the various steps in making your own mind map.

Mind mapping: A helpful tool for individuals with dyscalculia?

Dyscalculia is a developmental concern and one of its signs and symptoms is that it affects the individual’s numerical and arithmetic abilities. For young children, it can manifest as trouble with counting, remembering basic numerical functions and procedures, etc.

For adults, this can result in difficulties with spatial reasoning, basic and advanced calculations, anxiety related to anything mathematical, etc^[1]. Most of these difficulties emerge from one key difficulty, that is, not being able to remember the proper symbols, functions, and procedures to carry them out.

Coined by the famous psychologist Tony Buzan, a Mind Map is a diagrammatic representation of a concept or a chain of interconnected and interrelated concepts. It can range from a simple two-box flowchart to a complex multilevel circle diagram.

The technique of Mind Mapping, as explained by Buzan, takes a nonlinear approach, similar to the way our brain works^[2]. It exercises our logical and analytical left hemisphere in sequentially arranging information and finding associations. It exercises our creative right hemisphere by using various colors, shapes, and pictures to make the mind map more colorful and effective. 

Mind Maps can be really helpful tools for individuals with dyscalculia. As mentioned, one of the key issues facing individuals with dyscalculia is trouble remembering various functions and procedures to perform mathematical tasks. Mind maps can help with that as studies have found them to greatly enhance memory and understanding^[3]. They have also been found to aid learning for individuals with learning differences like dyslexia^[4].

The why of mind mapping

Mind Mapping is an advancement in the field of education that has the potential of enhancing the learning experiences of all students. Even more so for students with learning differences like dyscalculia who might not benefit from the traditional approaches to teaching and learning. Some of its benefits include:

1. Effective note taking

Instead of writing down the information word for word, which students with dyscalculia can have a particularly hard time with, making a mind map ensures better understanding and recall. Pictorially or graphically presented information has been found to increase memory. Additionally, mind maps summarize a great amount of information which also makes them useful for quick revisions. 

2. Boosts memory and recall 

Mind maps are often paired with pictures, different concepts are color-coded and different levels of information are presented by using different shapes. All of this and more not only aids in recall but also ensures that the individual gets a deep understanding of the topic while mapping the information.

Students with dyscalculia often struggle with remembering loads of information about various mathematical symbols and procedures. This could be an effective tool for them to boost their memory and their understanding.

3. Enhances Creativity

Mind maps follow what Buzan called radiant thinking patterns. According to this approach, people don’t think in a linear fashion, which is even more true for neurodivergent folks like individuals with dyscalculia. Mind maps and their scope for creativity can help them express and map the information just like they are thinking and processing it. 

They can also be used in brainstorming sessions because they allow the ideas to be mapped just as they are coming to different individuals. This allows space to come up with and express novel but unstructured ideas, which can further be crystallized to form a new strategy.

4. Aids in organizing thoughts

 Mind maps and their flexible approach help the individual take all of their thoughts out on paper. Once all the available information is presented in a neat diagram, the individual can finally organize their thoughts and add and expand on the ideas that need more clarity.

This can be a useful tool for students with dyscalculia who might struggle with mentally representing and performing various mathematical operations. Additionally, it can be helpful in planning projects, events, timelines, etc.

5. Makes the information presentable

 Mind maps present the information in a concise and succinct manner. They use various pictures, colors, and shapes that make the concepts seem less daunting. Individuals with dyscalculia, who often find the myriad of rules steps, symbols, and procedures in math to be quite overwhelming, can benefit from a neatly structured and appealing presentation of these topics.

The structured nature of mind maps can also make it easier for people like educators or marketers to communicate and explain ideas in an understandable and effective manner. 

The how of mind mapping

Mind maps have several benefits, especially for students with learning differences like dyscalculia, but making them requires quite a bit of effort. The steps to arriving at an effective mind map can be broken down into three:

1. Start with the center

The first step of making a mind map is to ascertain what it is going to be about. This could range from a very specific topic like “functions of the brain” to a central theme you’ve noticed during your reading like “takeaways from the Gulliver’s Travels”. 

This is also the step where the individual engages in planning the layout of the mind map. A mind map can take different shapes and forms. It can look like a brain if the topic is “functions of the brain” or it could look like a regular chart with boxes and circles at the end of various branches. This gives the individual time to leverage their creativity and imagination to ensure they choose the option that will elevate their understanding and memory.

Another thing to keep in mind is to make sure that the central topic, about which you want to make the mind map, is placed in the center of the page. This will ensure that there is enough space left for the branches and sub-branches.  

2. Branch it out

This is the step where the mapping begins. For each topic related to the central theme, draw a branch to represent it. This step also requires quite a bit of planning ahead. If the topic has quite a bit of subtopics that need to be covered, then there needs to be ample space around the topic to make the sub-branches for the subtopics.

Another thing to keep in mind while making the mindmaps, and branches, in particular, is to avoid long sentences, explanations, and definitions. If a  topic or subtopic requires additional information, try to add and present it in the form of sub-branches with keywords instead of full sentences.

3. Shapes and colors are your best friends 

While making mind maps, using different shapes and colors could greatly enhance their appeal and effectiveness. Different shapes at the end of different branches could denote different levels of information or different topics. Colors could also be used in the same way or color coding can be done to elaborate on the information. For example, when making a mind map for different functions of the brain, different areas that are responsible for learning could have the same color. 

Studies have shown that memory recall is greatly enhanced when the concepts are associated with images. You can either cut and paste images on your mind map on paper or you can use several apps and software that allow you to make graphic and dynamic mind maps.

Conclusion

Mind maps are powerful educational tools that can help both learners and educators in enhancing the educational experience. At the same time, with the growing awareness of how important these are, many teachers also engage kids in some mind-mapping activities. Individuals with learning differences can especially benefit from mind maps as they can help in clarifying concepts and aid their memory and recall.

Following the three simple steps of starting from the center, branching out, and making shapes and colors your best friends can help in making these exceptional learning tools.

References

1. Kißler, C., Schwenk, C., & Kuhn, J. (2021). Two Dyscalculia Subtypes With Similar, Low Comorbidity Profiles: A Mixture Model Analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.589506

2. Tee, T. K., Azman, M. N. A., Mohamed, S., Mohamad, M. M., Yunos, J. M., Yee, M. H., & Othman, W. (2014). Buzan mind mapping: An efficient technique for note-taking. International Journal of Psychological and Behavioral Sciences, 8(1), 28-31.

3. Rezapour-Nasrabad, R. (2019). Mind map learning technique: An educational interactive approach. International Journal of Pharmaceutical Research, 11(1), 1593-1597.

4. Stienen-Durand, S., & George, J. (2014). Supporting dyslexia in the programming classroom. Procedia computer science, 27, 419-430.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Dyscalculia And Mind Mapping: Does this works? appeared first on Number Dyslexia.

Even though there are resources and accommodations made to incorporate a diverse population, individuals with learning disabilities lack awareness and are often disappointed due to discouragement.

So, the blog talks about the accommodations made for aspirants with dyscalculia, their challenges, and the strategies they can use to perform better on the LSAT exam.

Dyscalculia and LSAT: A tough nut to crack?

LSAT is amongst the most prestigious exams in the world. No doubt, it’s a tough nut to crack, and for individuals dealing with learning disabilities, the journey is even more complicated and exhausting. Of the 5 sections, Logical reasoning, Analytical reasoning, Reading comprehension, Variable section, and Writing sample, LSAT’s heavy reliance on the logical reasoning component is a tough battle for dyscalculics.

Adding to that are the time management skills required to excel at the test. For most dyscalculics, learning to reason, understanding relationships and patterns, and processing everything within the stipulated time has been inconvenient. Several amendments and accommodations have been made to tackle the problems faced by the learning disability population. 

Challenges dyscalculics might face during LSAT preparation  

Learning disabilities, like dyscalculia and dyslexia, often don’t affect the individual’s intelligence quotient. Most individuals with dyscalculia have average or below-average intelligence. However, there are academic-related difficulties that can’t be ruled out for better performance in exams like the LSAT.

1. Slow reading and processing

Individuals with learning disabilities take more time to read and understand the content of the questions. Due to slow reading^[1] and processing, individuals with dyscalculia face trouble completing the exam on time. Nevertheless, practice is needed to increase their reading and processing speed for better performance on these tests.

2. Logical Reasoning

Even though dyscalculia is related to mathematical understanding, individuals with dyscalculia can show problems in writing. The LSAT writing sample is an essential section of the exam, which showcases an aspirant’s ability to logically reason and articulately present an argument. Dyscalculia’s impact on one’s logical reasoning^[2] tied with problems in writing can make things worse for dyscalculic individuals. 

3. Time Management

Time management and organization are yet another challenge facing dyscalculics. As the exam is heavily logic-based, there are even more troubles for dyscalculia and organization, and proper time management is needed so that enough time is given to each section of the paper.

Time management and organization is also an important area for dyscalculics to work on, as working memory and impaired inhibitory function (interference suppression), can cause distraction and require more time given to every question. The only good savings are good practice and proper time management for individuals with learning disabilities.

Accommodations for students with dyscalculia taking LSAT

Like the SAT, LSAT demands much greater mental resources and effort from aspirants, which poses a significant challenge to individuals with dyscalculia. However, LSAT keeps in mind these challenges and has made some reservations to make things easier for the test-takers diagnosed with dyscalculia.

Under the Americans with Disabilities Act (ADA), individuals are entitled to the following academic accommodations:

• 50% increased time on all the sections of the test – Individuals with dyscalculia would need extra time to read and process information 
• An electric reader or a human reader reads out the content and instructions on the exam
• Speech recognition software is allowed for dyscalculics, as it helps with  writing lengthy  and properly phrased answers 
• Large prints for the pen-paper format – on which the questions can be attempted easily
• Permitted use of the computer for the writing portion- as systems come equipped with the speech recognition software

Even though such accommodations are in place, getting them operationalized is tough. Several applications are rejected due to lack of credibility, use of improper or no psychological tools, etc. Hence, when applying for accommodations, it is imperative to maintain a file of all the proper documentation so there’s no room for rejection.

Tips and strategies for LSAT preparation

A significant portion of people with dyscalculia can contribute to the field of law if they learn to take proper guidance and apply it in their lives. Not only can they crack the LSAT, but they can also perform well in their careers. So, below are some tips and strategies that can help prepare for the LSAT.

1. Practice Active Reading

Active reading is an essential strategy and is suggested for almost every competitive exam. In the LSAT, active reading can also help build mental resources for verbal comprehension and writing sample portions. It involves asking oneself questions pre and post-reading, forming questions yourself rather than simply answering the already given, creating a visual map for the concepts, and explaining the gist and essential concepts of the reading to someone else.

2. Work On Critical Thinking

Critical thinking is a course of mental action; not only is it effort-intensive, but it also helps us analyze situations better. As the LSAT requires a test-taker to go as deep into the details as possible, practicing a critical approach, looking at the pros and cons, coming up with different solutions, and then proving them right or wrong based on logical reasoning can help in several sections of the LSAT. Another way to develop critical thinking skills is by taking classes in philosophy or critical writing.

3. Answer Every Question

LSAT doesn’t have a negative marking. So, for individuals with dyscalculia, the best thing to do is to answer every question on the test paper. This strategy not only secures test-takers from losing out on wrong answers but will also allow better time management and exposure to all the kinds of questions on the paper.

4. Play Logic Games

Logical reasoning is the backbone of the LSAT; hence, aspirants can improve logical reasoning only by practicing many logic-driven activities. Technology has made it easy for aspirants to practice logical reasoning in a fun and immersive manner. Several games can help dyscalculics build their logical reasoning without feeling like a task.

5. Reflect And Analyze

Logical reasoning doesn’t get over like the game; in reality, the actual analytical reasoning effort begins after the game ends. Aspirants need to have their minds always reflecting and analyzing the patterns and relationships among things. When playing logic games, it’s essential to go back and see why the answer was wrong and what led to the defeat.

6. Find Out About Latest Technologies

The latest technologies have helped individuals struggling with disabilities. Many non-governmental organizations help individuals access resources and materials specially curated for individuals with learning disabilities.

7. Join Student Communities For Individuals With Disabilities

College and Facebook communities are working towards uplifting and better inclusion of individuals with learning disabilities in education and profession. Hence, becoming a part of such communities would help instill confidence, greater acceptance, representation, and access to helpful resources.

Some communities

1. Learning Disability Professional Group – The community supports and creates awareness of different types of learning disabilities. 
2. Adults with learning disabilities – The community shares podcasts and important information on living with learning disabilities as an adult.
3. Stop discrimination against special needs– The Facebook page is intended for peers and families of individuals dealing with learning disorders and expresses support through positive posts. 

Conclusion

Dyscalculia isn’t just about numbers. It affects one’s ability to logically reason, form arguments, and be involved in deeper thinking. For LSAT aspirants, the battle’s only half won after securing the accommodations, as more significant effort and perseverance are needed on the part of test-takers diagnosed with dyscalculia. With the above-mentioned suggestions and strategies, one can identify the roadblocks and target the areas of improvement.

References

1. Cárdenas, S. Y., Silva-Pereyra, J., Prieto-Corona, B., Castro-Chavira, S. A., & Fernández, T. (2021). Arithmetic processing in children with dyscalculia: an event-related potential study. PeerJ, 9, e10489. https://doi.org/10.7717/peerj.10489
2. Morsanyi, K., Devine, A., Nobes, A., & Szűcs, D. (2013b). The link between logic, mathematics and imagination: evidence from children with developmental dyscalculia and mathematically gifted children. Developmental Science, 16(4), 542–553. https://doi.org/10.1111/desc.12048

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Preparing For LSAT While Having Dyscalculia appeared first on Number Dyslexia.

Dyscalculia is a developmental concern commonly recognized by difficulties with basic numerical and arithmetic concepts. While dyscalculia has no particular cure, it is a learning difference that can be overcome by early identification and interventions.

But for the individual to get diagnosed and access these tools that could help in their optimum development and growth, it is important that everyone around them is appraised about what dyscalculia is and what it is not.

Myths, usually perpetuated by a lack of accurate information, infamously prevent access to help by either minimizing the concern or catastrophizing it.

In this post, we will discuss and bust some common myths about dyscalculia.

Common Myths about Dyscalculia

Learning disabilities like dyslexia and dyscalculia can have a number of myths, as people can often fall prey to the false information floating around. 

1. All children who reverse or confuse numbers have dyscalculia

Not all children who have difficulty understanding or making out the differences between various similar-looking numbers have dyscalculia. Conversely, dyscalculia is not just the difficulty in identifying numbers.

This could be one of the symptoms or difficulties that might show up for people with dyscalculia. There are several other difficulties that people with dyscalculia face, like understanding mathematical concepts, geometrical shapes, and figures, doing calculations, computations, number manipulations, etc^[1].

2. Dyscalculia is just math dyslexia

Dyscalculia is referred to as math dyslexia in day-to-day language. However, it is imperative to point out and remember that they are not the same conditions with interchangeable names. Simply put, being bad at math, and having dyscalculia are two very different things. 

While both dyslexia and dyscalculia are developmental concerns that lead to challenges with learning, the type of learning they affect and their impacts on other areas of life are quite different. 

Dyscalculia impacts the individual’s ability to deal with number and math-related problems. But, it also trickles down and has consequences for other skills and activities. For example, people with dyscalculia can have trouble with money management, finding directions, physical coordination, etc^[1].

3. Everyone with dyscalculia has the same issues

Dyscalculia results primarily in difficulties with math and number-related problems. However, the way these problems manifest and show up in real life and the classroom can be different for every individual.

While some people could have trouble understanding algebra and basic formulas, others could have trouble with calculus, integration, and differentiation. The subsequent intervention to help with the concerns would also differ from individual to individual, depending upon their strengths and learning styles.

4. Difficulty with advanced mathematics is dyscalculia

Students can face difficulties with advanced maths due to various reasons. It could be that the current approach to teaching is not suiting their learning styles, or they are more interested in other subjects. Whatever might be the reason, difficulty with only advanced mathematics is not a symptom of dyscalculia. 

Usually, people with dyscalculia have difficulties with the more basic math problems, numbers, and computation issues. People with developmental concerns start showing symptoms as early as during their pre-school years. Problems like not being able to do advanced mathematics usually happen during the middle and high school years. 

Additionally, people with dyscalculia can also learn to do advanced mathematics with the help of alternate learning techniques and approaches that suit their needs and build on their strengths.

5. People with dyscalculia can never do math

Dyscalculia is no doubt a daunting developmental concern with no particular cure. But, it can be overcome by using alternative approaches to learning. An example of the same could include a multisensory approach, which delivers information through various senses so that children can absorb the most out of the classes. 

Support from parents and teachers can also be crucial in identifying, understanding, and then finding strategies to overcome the concerns. 

6. People with dyscalculia also have dyslexia, autism, etc

Comorbidity of dyscalculia with other developmental concerns like dyslexia and autism is possible. But, more often than not, dyscalculia happens in isolation with no other developmental concerns facing the individual.

Dyscalculia is a developmental concern that is not caused by or causes other developmental concerns. While studies on dyscalculia and its causes are limited, the ones that are available implicate a combination of biological factors, experience-related factors, and other comorbid conditions^[2]. 

7. Dyscalculia is very rare

Recent studies have shown that dyscalculia is almost as prevalent as dyslexia. Although, it is not as well researched and understood. 

Epidemiological studies have found the prevalence of dyscalculia to be around 5% in primary school children. 20% to 60% of the individuals affected by dyscalculia have also been found to be affected by dyslexia or attention deficit disorder^[3]. 

With or without other comorbidities, identification, and diagnosis of dyscalculia are essential in getting the help required to circumvent the difficulties that might arise because of the same.

8. Dyscalculia can be overcome with age

Developmental concerns like dyscalculia are not just outgrown or overcome with age. While there are no specific cures for dyscalculia, there are several tools and interventions that can help the individual find alternate ways to learn and master concepts they otherwise have difficulty with. Early identification and interventions play a key role in making sure developmental concerns are diagnosed on time and don’t lead to any further issues with healthy development.

9. People with dyscalculia are not smart

Dyscalculia, as a learning concern, can be overcome by using alternative methods of teaching and learning. With suitable accommodations and interventions, individuals with dyscalculia can do well in school, at work, and in other spheres of their lives. 

Some people with developmental concerns have been known to do exceptionally well in their respective fields. Albert Einstein, a groundbreaking theoretical physicist, and Kiera Knightley, an award-winning actress, are examples of the same.

10. People with dyscalculia are just being lazy

Individuals with dyscalculia often try very hard to understand concepts and solve problems that don’t come so easily to them. Lack of understanding and support from people in their environment can lead to feelings of frustration and failure, which can, in turn, lead to lowered self-esteem.

Instead of blaming individuals with learning and developmental concerns like dyscalculia, the goal should be to understand their unique learning styles and problems. This knowledge can be used to facilitate a more effective learning experience that builds on their strengths to circumvent their weaknesses.

Busting myths: Imperativeness explored 

Firstly, keeping a good check on the signs and symptoms of a learning disability like dyscalculia can help people disregard the myths in one go. In developmental concerns like dyscalculia, early identification and interventions can play pivotal roles. Both of these are only possible with people around the children having accurate information.

Myths about a condition not only prevent people from learning about something but also propagate stigmas around it. These stigmas can prove to be further roadblocks for people with these concerns, preventing them from getting the help they want and need.

Stigmas can also create an air of shame and judgment around the concerns that are quite common and perfectly manageable through some tools and accommodations. Myths or inaccurate information can lead to prejudice and discrimination^[4] from people around the individual with dyscalculia. They can lose out on important career opportunities or promotions just because people around them need to be more informed. 

All of this and more can further deteriorate the individual’s mental health and development. 

Conclusion

Myths about any concern, especially developmental concerns, thwart seeking timely and necessary intervention. This could make all the difference in the life of the individual with dyscalculia and could result in a healthy life and development. 

This is why it is essential that we check and update our information from time to time. Addressing information from questionable sources could help in mitigating serious stigmas surrounding various concerns and promote help-seeking behavior.

References

1. Kißler, C., Schwenk, C., & Kuhn, J. (2021). Two Dyscalculia Subtypes With Similar, Low Comorbidity Profiles: A Mixture Model Analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.589506

2. Mahmud, M. S., Zainal, M. S., Rosli, R., & Maat, S. M. (2020). Dyscalculia: What We Must Know about Students’ Learning Disability in Mathematics. Universal Journal of Educational Research, 8(12B), 8214-8222.

3. Kaufmann, L., & Aster, M. V. (2012). The Diagnosis and Management of Dyscalculia. Deutsches Ärzteblatt International, 109(45), 767-778. https://doi.org/10.3238/arztebl.2012.0767
4. Larson, J. E., & Corrigan, P. (2008). The stigma of families with mental illness. Academic psychiatry, 32(2), 87-91.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post 10 Common Myths About Dyscalculia appeared first on Number Dyslexia.

If you were able to follow this problem and make the deductions and divisions required to arrive at the answer, you can easily solve word problems.

But that might not be the case with everyone. Not everyone is comfortable with the concept of numbers and is well versed in understanding what functions and calculations are required based on the explanations given indirectly in verbal format. 

And, even if you have followed the word problem, understood what it means, and know where you need to do subtraction and division, you could still have difficulty with performing those calculations.

Such is the scenario when it comes to some people with dyscalculia. In this blog, we will understand why some people with dyscalculia might have trouble solving word problems and look at various strategies they can employ to crack them.

Word Problems: A tough nut to crack for people with dyscalculia?

Word problems are questions in the form of hypothetical scenarios which require performing one or several mathematical calculations and manipulations to reach the solution. 

For instance, if Alice has 20 apples but half of them are rotten. How many apples will each of her 5 sisters get if she divides the good ones equally amongst them? Or, if the cost of one pen bought by Jenny is 1 dollar, how many dollars will it take for her to buy a pack of 10 pens?

Solving problems like these requires taking several steps. First, you need to understand the situation being portrayed and what value you are looking for. For example, in Jenny’s case, you need to remember the cost of one pen and that your goal is to find the value of a pack of 10 pens.

Next, you’ll have to understand what functions, manipulations, or calculations need to be performed to come to the desired value and in what order. So, in Alice’s case, you’ll need to do both subtraction and division. First, you’ll need to subtract the 10 rotten apples from the total, that is 20 apples. Then, you’ll need to equally divide the good apples among the 5 sisters.

The final step involves actually performing the functions and calculations and finding the desired answer. Knowing when and where you need to add, subtract, divide or multiply is not enough. You also need to know how to perform these functions. Only then will you be able to reach the answer that all of Alice’s sisters will get 2 apples each and that it would cost Jenny 10 dollars to buy a pack of 10 pens.

The one thing that is clear from all these steps is that to solve word problems, a sound knowledge of mathematical concepts is required.

Since individuals with dyscalculia primarily have trouble processing any and all kinds of numerical knowledge, these word problems could pose a challenge for them. They could get stuck at any one of the steps, depending on what particular problems manifest in their learning process due to dyscalculia.

Why people with dyscalculia might face problems with word problems?

The primary symptoms of dyscalculia include having difficulties in reading and/or writing numbers, performing calculations, and other basic arithmetic functions. But, the Diagnostic Statistical Manual 5, the handbook for various psychological concerns, specifies that additional difficulties in the accuracy of verbal or mathematical reasoning can arise because of dyscalculia^[1].

Studies have shown that dyscalculia can impact both basic and complex number processing as well as calculation abilities. From counting the number of objects present in front of you to listening to a number and converting it into roman numerals while writing several tasks involving numerical knowledge can pose a challenge.

These challenges can show up in daily life situations as well, where the individual might have difficulty reading clocks, counting money, finding directions, remembering phone numbers, etc. And they show up in the classroom as not being able to remember math facts and procedures, having difficulty in understanding number-related concepts, and having issues with engaging in mental maths^[2].

The experience of dyscalculia is different for every individual, and the related issues they face also differ. Some people could face problems with one or two small things, while others could find a myriad of challenges. 

All of the learning differences and difficulties that accompany dyscalculia can, in one way or another, lead to individuals finding word problems particularly difficult to solve.

Strategies to tackle the world of word problems

Various techniques can be employed to help individuals with dyscalculia with word problems:

1. Understand where the problem lies

As we have already understood, not every individual with dyscalculia has the same difficulties. Since the experience varies, so do the concepts that different individuals have trouble with. Some people could find it hard to remember procedures, and others might feel it is tough to do calculations.

In the case of word problems, it would be useful to understand where or with what step exactly the individual is encountering a block in order to help overcome it.

2. Personalized Lesson Plan

Once the specific difficulty of encountering an individual with dyscalculia is understood, a specific lesson plan can be tailored to meet the needs of the individual.

Alternate learning techniques like multisensory learning and active learning have been found to be quite helpful in building on the individual’s strengths to help counter their weaknesses.

3. Figure it out 

Another alternative to textbook or lecture teaching methods could be to visually represent the problem. Using a diagram or figure to understand and then solve the problem could help individuals who have trouble with doing mental maths.

Additionally, individuals could also benefit from relating the problem to a story or real-life instance so that they can recall the steps they took to solve the problem.

4. Take it one step at a time 

When a task seems too daunting, it could be helpful to break it down into pieces and take it one piece at a time. The steps to solving a word problem could be further divided into smaller sub-steps.

The focus of the individual can be shifted from having to solve the entire problem in one go to just understanding and solving one sub-step at a time. After sufficient practice and mastery over steps, they can all be brought together to solve the entire problem.

5. Work on strengthening language skills

Last but not the least, it is imperative to make sure that trouble with solving word problems is not arising because of a gap in language skills.

Special focus should also be paid to strengthening the individual’s vocabulary and comprehension skills so that they can accurately understand what the question is. 

Is it manageable?

While dyscalculia can affect the number sense and many mathematical concepts like fractions, additions, etc., individuals with dyscalculia can learn to solve word problems and become quite proficient at it. While it might require some extra effort, time and practice, all learning differences can be overcome using different tools and techniques.

If they get the required support and accommodations and help to identify what exactly it is that they struggle with, get personalized lessons aimed at tackling those very issues, take advantage of alternative methods of learning, break the problem into steps and sub-steps and also work on their language skills, along with their arithmetic skills, people with dyscalculia can get better, or even great at solving word problems.

Conclusion

Word problems present a numerical problem in the form of a hypothetical scenario, Individuals with dyscalculia, who have problems with arithmetic questions, could find these types of questions even more puzzling. But, these learning differences can be easily overcome with some practice, consistency, and by leveraging the help and support of people around them and alternative learning techniques. At the same time, being bad at math should not be confused with having dyscalculia; one should carefully look at the signs and symptoms and get checked by a professional or expert before diving into a conclusion. 

References

1. American Psychiatric Association, DSM-5 Task Force. (2013). (5th ed.). American Psychiatric Publishing, Inc.. https://doi.org/10.1176/appi.books.9780890425596
2. Kißler, C., Schwenk, C., & Kuhn, J. (2021). Two Dyscalculia Subtypes With Similar, Low Comorbidity Profiles: A Mixture Model Analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.589506

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Dyscalculia And Word Problems: How to manage? appeared first on Number Dyslexia.

Factually speaking, math and myths go hand in hand. However, girls not being good at maths or simply hating maths is not what dyscalculia looks like. No matter how many false assumptions go around, dyscalculia^[1] is a difficult condition to live with and affects almost 3-7% of children.  

The origin of the disability is sometimes genetic and sometimes neurological, but since it occurs regardless of the general IQ of the individual, dyscalculia is called a learning disability. When the origin of the learning disability is other than cerebral damage, then it is called developmental dyscalculia. Common problems faced by such individuals are difficulty in remembering the core concept behind operations like addition, division, etc., confusing numbers, symbols, and numeric representation, including graphs and maps. 

The link between dyscalculia and mathematics is clearly visible to people. However, the lack of mathematical abilities isn’t purely isolated. One such key area which suffers largely due to dyscalculia is logical thinking. So, the blog below connects the dots between logical thinking and other major cognitive dysfunctions that can be attributed to dyscalculia. 

Dyscalculia and logical thinking: Connection explored

What is logical thinking? Logical thinking is the mental process of coming up with a solution based on an already understood precondition, upon which analysis is made until a reasonable conclusion is reached. Considered the foundation of mathematics, logical thinking is also the sole mental capability ensuring one’s successful acquisition of mathematical skills.

As defined by Devlin^[2], mathematics is the science of patterns and relies on structure and logical relationships hence, no one can fully grasp mathematic concepts until logical thinking and the ability to reason is fully developed.

A fundamental premise of logical thinking is that it moves from the known to the unknown. And with cognitive deficits that have impacted the development of logical thinking in an individual, it becomes extremely hard to make this transition. 

Dyscalculia, as commonly understood, is a difficulty related to the understanding, remembering, and recalling of numbers or numerical information and is present from birth. There isn’t any clear evidence that dyscalculia affects logical reasoning, however, several studies have found that poor mathematical abilities and poor logical thinking go hand in hand.

The study by Kinga Mosanyi^[3] found that mathematical achievement was in fact rooted in logical thinking and there exists a causal relationship between the two. A common cognitive pattern observed in dyscalculics is the tendency to memorize due to the inability to understand the logic behind basic number concepts. As logical thinking wants the thinker to explore the relationship between numbers, dyscalculics have a hard time trying to understand the pattern and sequencing between numbers (for instance, which number is bigger amongst 10, 20, and 60).

No matter which type of dyscalculia, the underlying problem is always difficulty in recognizing, understanding, and manipulating numbers. Combined with a lack of concentration, poor short-term memory^[4], slow processing speed, and an overall conflicted relationship with numbers and logic, reasonable or logical thinking is impacted in the long run. 

Does dyscalculia affect logic and logical thinking?

Dyscalculia is a neurodevelopmental disorder resulting from a neurological condition, thereby, impacting several areas of the brain and life. The learning disability that is commonly associated with mathematics, impacts one’s understanding of logic and logical reasoning too.

In a study by Kinga Morsanyi^[5], it was ascertained that developmental dyscalculia takes a serious toll on the logical reasoning of children diagnosed with this disorder.  The study also found that mathematically gifted children demonstrated extraordinary logical reasoning aptitude.

Although there isn’t much research literature to claim that logical thinking and dyscalculia are interrelated, however, the lack of mathematical understanding acts as a bridge when trying to understand problems associated with identification, processing, and logical reasoning. 

Tips and strategies to enhance logical thinking for dyscalculics

A great way to tackle the foundation-related problem of a child diagnosed with dyscalculia is by focusing on developing a logical mindset. Logical thinking, even though it isn’t a direct consequence of a learning disability, is still something that goes unnoticed. So, here are a few tips and strategies to help such children develop logical thinking.

1. Visual stimulation:

Visual perception^[6] is a severely impacted area in dyscalculia. Most children make mistakes in identifying items, which can be distinguished easily by children of the same age. So, as they get their hands on a variety of matter, the identification involves more than one sensory receptor to help guide logical thinking. 

2. Pattern Play

Logical reasoning involves a lot of pattern recognition and is based on the general principles of inductive reasoning. Hence, allowing them first to explore and then identify patterns would not only help with their visual perceptual difficulties but also enhance working memory, recall, and faster processing. 

3. Make maths realistic

Learning mathematical skills is one of the best possible ways to enhance one’s logical reasoning and thinking. While learning maths with dyscalculia might be self-defeating in itself, however, parental involvement and practical application, such as kinesthetics, can aid with interest building. For instance, asking the child about the expenditure made on groceries and helping them identify each item would be a way to make mathematics more life-oriented than paper and pen-oriented. 

4. Don’t just stick to maths

Even though dyscalculia is sometimes accompanied by dyslexia, the learning disability doesn’t stop such children from developing verbal ability. Hence, having an open-ended conversation about the child’s mental world and introducing them to a world of literature, arts, and other forms of expression can help them build new neural pathways to solve problems.

5. Be patient

Adults who don’t seem to understand the problem posed by the disability are often quick to lose their temper and patience with the child. However, this might only push the child away from developing a logical mindset, as the adult demonstrated a clear lack of understanding. So, it is always advised to move in bits and be as patient as one can be when handling children with special needs. 

Conclusion

Dyscalculia is a challenging condition, not only for the child but also for the guiding figures. While the primary concern of parents and teachers is to help them with numbers, dyscalculics definitely need greater support in refining their logical reasoning.

As explored above, maths and logical reasoning have close relationships, not just on paper, but biologically too. As the left brain is considered to be logical, people doing well at maths and being more analytical are regarded as left-brain thinkers. The bridge between logical thinking and dyscalculia is maths. However, more studies are needed to ascertain important links.

References

1. Haberstroh, S., & Schulte-Körne, G. (2019). The Diagnosis and Treatment of Dyscalculia. Deutsches Ärzteblatt International. https://doi.org/10.3238/arztebl.2019.0107
2. Zaman, A. (n.d.-b). LOGICAL THINKING IN MATHEMATICS: A STUDY OF SECONDARY SCHOOL STUDENTS IN PAKISTAN. Journal of Research Society of Pakistan.
3. The link between math and logic in adolescence: The effect of argument. (2016, November 25). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315636535-14/link-math-logic-adolescence-effect-argument-form-kinga-morsanyi-tobias-kahl-rebecca-rooney
4. Galitskaya, V., & Drigas, A. (2021). The importance of working memory in children with Dyscalculia  and Ageometria. Scientific Electronic Archives, 14(10). https://doi.org/10.36560/141020211449
5. Morsanyi, K., Devine, A., Nobes, A., & Szűcs, D. (2013). The link between logic, mathematics and imagination: evidence from children with developmental dyscalculia and mathematically gifted children. Developmental Science, 16(4), 542–553. https://doi.org/10.1111/desc.12048
6. Rosselli, M., Matute, E., Pinto, N., & Ardila, A. (2006). Memory Abilities in Children With Subtypes of Dyscalculia. Developmental Neuropsychology, 30(3), 801–818. https://doi.org/10.1207/s15326942dn3003_3

Dr. Deepak K.

Dr. Deepak Kansal, MBBS MD (Psychiatry) is currently working as Nodal Officer of the District Mental Health program at Civil Hospital Sangrur for the last 3 years. Apart from psychiatry and substance use patients, Dr. Deepak also treats children with neurodevelopment disorders including Intellectual disability, specific learning disorders, Autism Spectrum Disorders, and other psychiatric disorders. His research work involved studying psychiatric comorbidities in cancer patients. You can follow him on Linkedin

The post Understanding the effect of dyscalculia on logical thinking appeared first on Number Dyslexia.

A study^[1] corresponding to primary school students in Germany estimates that around 3 – 7% of children and adults are affected by dyscalculia. Therefore, it is quite possible that your class may have a student with a math learning disability.

You may find students with dyscalculia struggling with math at different levels. The level of difficulty may vary from one student to another. Basic mathematical concepts like differentiating a smaller number from a bigger number, the addition of two numbers, quantities, etc., can be as challenging as learning tough concepts like geometry and algebra. Fraction is a math concept that seems difficult to learn at times for students. Hence, it comes as no surprise that those with dyscalculia also find the topic a little challenging.

Dyscalculia and fractions: What do studies say?

To understand if there is any relation between dyscalculia and difficulty in learning fractions, a study^[2] was conducted to see how the knowledge of fractions varies between typical students, those with low mathematics achievement (LA), and students with a mathematics learning disability (MLD).

After assessing 122 students from grades 4 – 8 it was inferred that typical students in grade 4 were more successful in answering one-half fractions, while students with MLD were not accurate in understanding the one-half concept until grade 7. The LA group of students also had a tough time understanding fractions initially, but by the time they reached grade 5, they could match the performance levels of typical students. 

The study also suggested that students could comprehend the visual representation of fractions better than the Arabic number representation. This particularly helped MLD students until grade 8. 

The study concluded that many students face difficulties in understanding and solving fractions. However, the nature and extent of difficulties vary for students belonging to each group.

Challenges faced by dyscalculics in learning fractions

Although students with dyscalculia may face different kinds of challenges^[3] while attempting a fraction problem, here are a few common challenges – 

1. Students can have difficulty representing a fraction in a pictorial form.

2. Students may not understand fraction comparisons. They may have trouble explaining which of the two fractions is larger 1/2 or 2/3. 

3. Even though students know the common denominator method, they may be unable to correctly apply the method when the denominators of two fractions are different. 

For example, 

Students can handle a simple fraction addition like 1/5 + 1/5 = ……

But get confused when the denominators of the two fractions are changed, as in 1/3+ 1/2 = ……

4. Students apply the common denominator method used for fraction addition to solve fraction multiplication problems. 

For instance, 

A simple fraction multiplication can be solved as, 

4/5 x 2/3 = 4×2/5×3 = 8/15

But students with math difficulty use the common denominator method even when solving multiplication problems, as shown below (which is incorrect) – 

4/5 x 2/3 = 12/15 x 10/15 = 120/15

5. Another common error is that students know that when solving fraction division operations, they should multiply with the inverse. However, they inverse the first fraction instead of the second, resulting in inaccurate results.

To help you understand with an example,

Here is the right method,

3/5 ÷ 2/3 = 3/5 x 3/2 = 9/10

Rather than reversing the second fraction, students go ahead and reverse the first fraction which gives a wrong result – 

3/5 ÷ 2/3 = 5/3 x 2/3 = 10/9

Why are fractions difficult for students with dyscalculia?

Now that you know that dyscalculia affects a person’s ability to understand and acquire arithmetic skills, it may not be difficult to understand why these students struggle with fractions. Some of the reasons why dyscalculics find fractions hard to learn are – 

• The fraction notation has two numbers which are often confusing for students. Thinking about two numbers in relation to each other is not easy for them. 

• Students tend to consider a fraction as one number, not a part of the “whole.”

• Copying fractions from the board can also be a challenge because students may make mistakes like copying incorrect fractions or reversing the numerator and denominator of a fraction.

• Students find it hard to understand that numbers written in place of numerator and denominator have different meanings. For example, a fraction with a larger numerator makes its quantity larger. Whereas, a larger denominator indicates the quantity of the fraction is smaller.

• Different models used to demonstrate a fraction like pizza pies, folded squares, fraction strips, etc., often confuse the students. This happens because they fail to grasp the similarity between the different models.

A few tips to help teach fractions to students with dyscalculia

Learning fractions is a little tricky. But with the right approach, parents and educators can simplify learning fractions for students. Here are a few tips to help students succeed in mastering fraction operations – 

• The first emphasis must be on the language you use to explain the concept. Clearly communicate that fractions are equal parts of “whole.” A “whole” could be anything; an apple, a pizza, or a circle. 

• Try to use real items to explain the concept, as students with dyscalculia benefit from visual learning.

• Always have the “whole” present as a reference point when explaining the concept of halves and quarters. Having the whole in front of the eyes lets students relate to the information shared in a better way. You can keep a whole orange and cut another orange to make halves and quarters.

• Don’t use the same terms to talk about numerator and denominator. Using distinct words helps avoid confusion and supports students’ knowledge in solving the problem.

• Use manipulatives like fraction tiles, fraction circles, 3D fraction shapes, or fraction tower linking cubes to make learning fun and effective.

• Kids love doing things on their own. Help the kids bake brownies or a pizza and discuss how to divide the “whole” into equal parts of fractions. Explain how a pizza slice is 1/6 of the whole pizza or how each person will get 2/6 of the “whole”.

• Utilize fraction games like Pot Luck and Fractions on a Number Line to conduct an enjoyable and productive session. Students can have some fun and get extra practice on the topic.

• Review concepts from time to time to strengthen their understanding of fractions. Reviewing is even more important when you wish to teach something new so that the students retain their previous knowledge and don’t get confused.

• Break the entire lesson into smaller chunks to let students concentrate on one thing at a time and not feel overburdened during the learning process.

Concluding thoughts

Students with dyscalculia often have trouble with numbers and mathematical concepts. However, these students can enhance their understanding of fractions with appropriate support at home and at school.

Creating an inclusive environment in the class where all students with different capabilities work and study together is the way to go. Also, helping students self-teach can be beneficial to engage kids with various concepts they have learned.

By using the right strategies and providing timely feedback, teachers can help children with dyscalculia. They may need a little more time to get familiar with the concepts of fractions, but with time, patience, and effort, these students, too, can develop their understanding of the topic.

References

1. Haberstroh S, Schulte-Körne G. The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int. 2019 Feb 15;116(7):107-114. doi: 10.3238/arztebl.2019.0107. PMID: 30905334; PMCID: PMC6440373.
2. Mazzocco MM, Myers GF, Lewis KE, Hanich LB, Murphy MM. Limited knowledge of fraction representations differentiates middle school students with mathematics learning disabilities (dyscalculia) versus low mathematics achievement. J Exp Child Psychol. 2013 Jun;115(2):371-87. DOI: 10.1016/j.jecp.2013.01.005. Epub 2013 Apr 13. PMID: 23587941; PMCID: PMC4000738.
3. Ikhwanudin, Trisno & Prabawanto, Sufyani & Wahyudin, Wahyudin. (2019). The Error Pattern of Students with Mathematics Learning Disabilities in the Inclusive School on Fractions Learning. International Journal of Learning, Teaching and Educational Research. 18. 75-95. 10.26803/ijlter.18.3.5.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Dealing With Fractions While Having Dyscalculia appeared first on Number Dyslexia.

Dancing is an expression, but to excel at it and deliver performances professionally, one needs tremendous effort and consistent practice. Dyscalculia may hamper this and makes it challenging at times for affected individuals who are passionate and aim to be dancers. 

This post tends to unfold the crucial aspects of dancing that are directly or indirectly linked to dyscalculia. 

Dancing with dyscalculia – Challenges faced

Although dancing is a form of art and does not need academic learning and may seem like something that is not even remotely related to math, dancing with learning difficulties like dyscalculia can be stressful. On exploring problems faced by dancers with learning difficulties such as dyscalculia, it was found^[1] that challenges such as turning the wrong direction, getting distracted, losing count of steps, processing at a slower speed, losing balance, and eventually feeling frustrated were experienced often.

In affected individuals with dyscalculia, deficits in motor skills create obstacles for learning as well as performing dance smoothly. Due to deficits in hand-eye and brain-hand coordination, performing specific steps at a specific time relating to beats can be perplexing. Being a physical activity, dance requires the active engagement of motor skills and impairment of the same can make learners struggle. 

Another major limitation, which is the working memory[2], adds to the hardships of learners. For any kind of dance performance, the dancer needs to remember the sequence of dance which is often taught by numbering the steps that are to be followed in sequential order, counting the beats, and mentally anticipating the next step. Just the word ‘step’ that dance is centered around signifies the importance of sequence. Difficulties in remembering these sequences, especially while performing in a group can become troublesome. 

Difficulties in visual-spatial skills, phonological processing and retrieval, and pattern understanding also contribute to challenges faced in dancing with dyscalculia. 

Tips and strategies for dyscalculics learning the art of dancing

Talked above are some studies and research that convey how it can be a daunting task for individuals with dyscalculia to grasp dancing and its nitty-gritty. However, with the help of certain tips and strategies, this challenging task becomes a cakewalk.

Here are some of them that you can incorporate while indulging in a practice like dancing: 

1. Extra Hours at Practice

Since there are a number of challenges that affected dancers come across in their journey of dance, it goes unsaid that extra effort and practice will be required. Practicing more will build confidence even if it does not create solid memorization of steps. Also, spending extra hours at practice and taking special help from co-dancers or the instructor can also provide some help in improving performance. 

2. Cues for Sequences

Creating your own cues to work your way through the dance is a good idea to solve problems related to learning the sequence using numbers. This can be done by familiarizing oneself with the parts of others and their own well-setting cues based on the steps of others. Certain catchy and memorable words or turning points in the songs being performed can also be included for the cues. 

3. Increasing physical activities

Increasing physical activity will help increase mobility and further aid in motor skill deficits. It will also improve hand-eye, brain-hand, and brain-leg coordination which certain dancers may struggle with. Moving the body in a conscious manner will create more self-awareness and flexion. 

Verdict

Dance seems to be a bit challenging for learners with dyscalculia which presents many challenges in their journey. However, from a hopeful point of view, there are many wonderful things that dyscalculics have been able to be successful at and have shown improvement in with relevant and effective interventions, tools, and strategies. 

Conclusion

Individuals with learning difficulties face difficulties in almost all aspects of their lives such as buying things from a grocery store navigating a map and learning a dance sequence. Not only the inability to count and remember sequences but also deficits in motor skills, body coordination with the brain, working memory deficits, difficulties in visual and spatial abilities along with impairments in phonological processing and pattern understanding create trouble for affected learners. However, help from co-dancers and instructors can make way for overcoming these struggles, and effective coping strategies targeting the problems faced can help them in becoming fine dancers.  

References

1. Temple University Graduate Board. (2020, December). ILLUMINATING INVISIBILITY: A QUALITATIVE STUDY OF DANCERS WITH LEARNING DISABILITIES IN HIGHER EDUCATION DANCE PROGRAMS. Cassandra Lee Vander Well.
2. Working memory in children’s math learning and its disruption in dyscalculia. (n.d.). Vinod Menon. https://doi.org/10.1016/j.cobeha.2016.05.014

Shweta Sharma

I am Shweta Sharma. I am a final year Masters student of Clinical Psychology and have been working closely in the field of psycho-education and child development. I have served in various organisations and NGOs with the purpose of helping children with disabilities learn and adapt better to both, academic and social challenges. I am keen on writing about learning difficulties, the science behind them and potential strategies to deal with them. My areas of expertise include putting forward the cognitive and behavioural aspects of disabilities for better awareness, as well as efficient intervention. Follow me on LinkedIn

The post Can Dyscalculia Affect Dancing Skills? appeared first on Number Dyslexia.

The fast-paced and competitive learning environment has made students struggle with excelling at all concepts such as complex derivations, thousands of formulas, and complicated word problems. For students with dyscalculia with underlying deficits in number sense and counting, it can become troublesome to cope with their academics. 

Difficulties in visual sequential memory, identification and interpretation of symbols, and understanding number sense are some of the areas that perplex these students. 

Due to the recognition of the needs of children with learning disabilities, they are provided accommodations in their learning environment such as classrooms, schools, and examinations. 

In this post, we will dig deeper and talk about the various accommodations for students with dyscalculia, and also mention ways to how they can avail of those.

Do students with dyscalculia need accommodations?

Numerical skills, number sense, and quantitative comprehension are not only a major part of the academic and career aspect of a student’s life but also are essential in everyday life. The dysfunctional development of number processing and calculation can have a negative impact on schooling as well as professional careers. Approximately 3 to 6% of children are affected by specific disorders of numerical understanding. This creates a need for schools to create accommodations and modifications to their classrooms and learning methods to make room for children with difficulties and aid them in their adjustment.

Dyscalculia is a neurological deficit and is a result of impairments in brain functions and abnormal brain activities most associated with the parietal cortex that affect memory, perceptual, spatial, and motor functions along with difficulties in attention. These fundamental inabilities call for remediation and interventions that bridge the gap. These measures should be included in classrooms and schools that the students are placed in as those are the areas where their learning progresses. 

Classroom accommodations for students with dyscalculia

1. Assigning buddies or partners to affected learners

Buddies or partners can help the students catch up on work regularly and aid them with their difficulties if it becomes hard for the teacher to pay special attention after a point. This will also give them moral support and someone they can go up to when they face problems. If the class strength is big, one buddy can be assigned to a group of 3-4 students.

2. Allowing the use of calculators in classrooms

Although the use of calculators to solve math problems is considered unfair and is generally restricted in the classroom, it can actually help children with difficulties in learning math and understanding number processing. With the help of a calculator, children can learn how an equation works and the steps of solving a question rather than getting stuck on counting and comprehending numbers.

3. Multisensory learning

Incorporating multisensory learning using senses like touch, vision, and audio to teach math concepts will make the process more stimulating and engaging for students. This will also minimize anxiety faced by children due to their difficulties and improve their confidence.

4. Visual and Concrete Aids

Math charts, graphs, abacus, number lines, and even sketched-out problems can help children get a better hang of the idea of what is going on. For instance, using number lines and graph papers in their initial years of learning can ease them into understanding number sense. Similarly, using coins, blocks and puzzles can aid in learning various math concepts.

5. Support and Expectations from the teacher

The teachers play a crucial role in classrooms especially when children with learning difficulties are placed in them. To accommodate these students, the teacher must keep in mind to break the lessons into simple parts and teach them step by step. The teachers should also make sure that students do not feel pressured to perform at the same level as their other peers.

6. Providing Special Educators and Individualized Educational Programs

Special educators who are qualified and have expertise in the specific disorder should be included as a part of the accommodations provided to students. They can play a vital role in providing aid to targeted deficits and impairments further making learning easier for the students. Providing an IEP to children who are eligible will significantly help them overcome their learning difficulties and be successful in their academics and career. 

Examination accommodations

1. Extra Time to take the test

Even after developing coping strategies, students with difficulties in number processing put much more effort and time into comprehending the problem they are presented with. They also struggle more in doing the same and should be provided extra time to solve their test as compared to their peers.

2. Modified Tests

Tests in examinations should be developed and modified in accordance with the level of the students who have difficulties. They could do so by reducing the difficulty of the test as compared to the one for the general class or altering the way questions are presented. For example, problems could be presented in two ways- in words and in drawings, just like how it is done to include various languages. 

3. Alternative ways of examination

Exams can be taken with the help of a reader or a support person who could explain the questions to the students. In addition to that, taking oral examinations could also be an option. 

How to avail of these accommodations

All schools must provide accommodations under section 504 of the Rehabilitation Act of 1973, to eligible students. This is a part of one of the civil laws that offer protection to children with disabilities and their needs.

For certain accommodations that can be subjective to specific disabilities and cannot be backed by the law, reaching out to the authorities will be helpful. Schools and classrooms that include these children in regular classrooms do consider the special needs of students and provide aid like partners, special educators, counselors, interventions, and IEPs. 

Teachers and parents should collectively identify the needs of the student and collaborate to develop accommodations that may or may not be provided by the authorities and are specific to the child. They can also meet the school and government administration bodies to outline and plan the same. It is the right of every child to be educated and in today’s resourceful world, children should be provided with the best support in their academics. 

Conclusion

A good education is the right of every child. Students with learning difficulties such as dyscalculia can have a hard time coping with their academics given the various deficits they struggle with. School, classroom, and examination accommodations are a way of helping the children ease into their educational environments and complement their special needs. 

These may include special support by teachers or other peers, allowing certain helpful devices inside the classroom, and modified curriculums and tests. IEPs and special educators also aid in improvements in the learning of students. With the help of accommodations, even specific learning disorders such as dyscalculia can be supported and alleviated for students to succeed in their learning and growth.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post 9 Helpful Accommodations For Students With Dyscalculia appeared first on Number Dyslexia.

Dyscalculia is the inability to count numbers or decode symbols. It is also associated with deficits in calculations and most mathematical processes. It affects the number sense building ability of children. In addition to that, they cannot identify numbers and signs or understand directions. Although incorporating music in learning has proven to help those with dyscalculia, being a musician and playing instruments can be perplexing. 

Reading musical symbols and notes, taking pauses on specific counts and all other requirements for playing a particular rhythm may seem like a tough task to maneuver. To say that children with dyscalculia cannot grow and learn to play music would be wrong. With the right techniques and practice, their desire to play music or any particular instrument such as a piano can be accomplished. 

Dyscalculia and Piano: Connection explored

Playing tunes on a piano requires the player to read music involving decoding chords, and symbols and understanding numbers that indicate pauses. This can be perplexing for children with learning difficulties. Reading music can be tough in such cases. Numerous difficulties have been reported by students in playing piano due to dyscalculia such as counting rhythm, dealing with compound time signatures, and losing count during resting periods^[1]. Children might feel embarrassed while practicing in a band when there is a break and they cannot get back to the part they were playing due to their inability to count. 

A major symptom of dyscalculia is the inability to retain formulas and rules. Teachers taking piano lessons for children with dyscalculia described the difficulties faced by them in learning piano. Some of these were the inability to remember and identify names of the notes despite being taught by different means such as flashcards, and the inability to retain the notes taught even during a small period of time. Interestingly, it was also observed that the child could not say the musical alphabet backward. 

Due to working memory^[2] limitations, the retention of the association of chords and notes is also impaired which creates trouble in playing piano smoothly without taking long pauses in between tunes to refer back to the notes. Being able to memorize mentally along with developing muscle memory of chords and notes is crucial to playing any instrument and impairments in the same can act as obstacles in performing. 

Lived Experiences of adult musicians with dyscalculia

Musicians (Hosseini;2020) mention that dyscalculia affects every aspect of their life and not just music. When they begin to learn music as children is when they face the most trouble and when it seems like an impossible task. 

Numerous musical difficulties are faced by adults with dyscalculia even after a point of their success as a musician. These include counting rhythm, remembering notes, recalling the meaning of symbols, and losing count during resting periods. However, after a point, musicians do tend to develop coping strategies for these difficulties such as memorizing their own and everyone else’s parts to feel their place in music. They stay alert for key moments before an entrance and also find written cues to be helpful. 

Performing in bands and groups has been particularly stressful for musicians with dyscalculia. They may have significant trouble interpreting drill charts, locating their spot on the field, and memorizing their sets. If they lag behind the entire band they can experience embarrassment during practice sessions or even on the stage. This would create a considerable amount of anxiety. 

Apart from specific musical difficulties, musicians also feel inferior and complex when their colleagues notice them struggling to do a simple task in their daily life. This consequently affects their career as it can result in confusion or disbelief on their part. Along with that, low self-esteem and a sense of belief in themselves can cause trouble. 

How to get better at Piano playing if you have dyscalculia

1. Cues for Counting

Counting and keeping track of their place in the music during long rest periods is a struggle for most children. To overcome this to a certain extent, finger counting can be used as a coping strategy. In addition to that, certain cues can be developed such as looking at other people and remembering their part to know when to come in, and using finger pads during rest period may also be helpful. 

2. Personalizing chord charts

Writing song lyrics on chord charts corresponding to the particular chords is an effective way to remember the chords and notes of the song while playing. Noting the key of the song and the words on which the song changes can be helpful while playing piano and leave fewer opportunities to blank out and have a hard time recalling notes. 

3. Rhythm 

Using rhythm syllables or words​ to count rhythm is easier and can be more effective than using the traditional counting system, especially for students struggling to understand subdivisions. This can save children from the trouble of counting in which they majorly fall short. 

4. Memorization

Memorizing one’s own and other’s parts can be helpful to keep track of their place in music. It will aid in the difficulty that they face to memorize counts or numbers.

The verdict

Learning to play a musical instrument for children with a learning difficulty such as dyscalculia can be a struggle due to their underlying deficits in identifying, remembering, and recalling symbols. This is majorly because of the notations, chords, and symbols involved in mastering the skill of playing instruments like pianos fluently.

However, with practice and efforts from trainers in interventions, children can learn to play the piano. Using some of their own coping strategies such as finding visual cues in their environment, keeping their notes visually explanatory and handy whenever they play, and personalizing their chord charts with their own subjective aids, can make them succeed at playing and performing. Self-esteem and confidence also play a key role in the same.

Conclusion

Although dyscalculia is a learning disability that is centered around deficits in math and the inability to count, it affects all areas of the lives of those who are affected. Playing music and following it can be a tough nut to crack. When it comes to playing piano by those with dyscalculia, a lot of difficulties come with it. Interpreting the chords and notes, keeping track of the verses as per the numbers assigned to them, and counting rhythm can be perplexing. 

Living life in general with deficits in remembering, identifying, and interpreting symbols can itself be tough, so playing music where these aspects are key, can be even more troublesome. Regardless, adults have turned out to be successful musicians despite the difficulties they face of certain coping strategies they developed during their journey to become one.

References

1. The Lived Experiences of Adult Musicians with Dyscalculia: A Heuristic Inquiry. (2020, December). Sheerin Hosseini.
2. Working memory in children’s math learning and its disruption in dyscalculia. (2016). Vinod Menon.

Manpreet Singh

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of Smartynote -‘The notepad app for dyslexia’, 

The post Is playing piano difficult for individuals with dyscalculia? appeared first on Number Dyslexia.