Dyscalculia Essay
Dyscalculia is a cognitive disability whereby children have difficulty attaining mathematical fluency over the idea of numbers, number systems and counting (Vaidya, 2004). It can also extend to spacial understanding and concepts of time, such as understanding position and direction of an object and keeping track of time (Vaidya, 2004). Because of the wide range of symptoms and frequent appearance of simultaneous symptoms Michaelson (Michaelson, 2007) and Vaidya (Vaidya, 2004) both agree that identifying specific causal factors for dyscalculia are difficult to narrow down. Therefore, several suggestions for the cause of dyscalculia have been proposed, such as biological (i.e. genetic), emotional problems from negative environmental stimuli,
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However, Michaelson provides three different methods, while Vaidya provides one. Michaelson’s first method is the testing and comparison of a student’s math skills relative to a data set of other childrens’ math skills. The comparison should be able to provide a general idea of how far behind a child may be, but won’t inform about the specific of the child’s dyscalculia. The second method involves direct observation of the child and can reveal more specific cases where the child may be becoming confused or having difficulties. However, he notes that it’s important to have a researcher who is familiar with dyscalculia specific learning disabilities and is able to differentiate them from other learning disabilities (Michaelson, 2007). For example, child who is having difficulty following verbal math directions may only have difficulties with language, but not with the actual math operations. Third, a Dyscalculia Screener designed by researcher Brian Butterworth to test numeracy and avoid testing other potential causes. On the other hand, Vaidya provides a list of seven prerequisite math skills, designed by Mahesh Sharma, that commonly crop up in children with dyscalculia (Vaidya, 2004). The child’s specific dyscalculia disability can be determined by which of the several items the child is deficient
However, Michaelson provides three different methods, while Vaidya provides one. Michaelson’s first method is the testing and comparison of a student’s math skills relative to a data set of other childrens’ math skills. The comparison should be able to provide a general idea of how far behind a child may be, but won’t inform about the specific of the child’s dyscalculia. The second method involves direct observation of the child and can reveal more specific cases where the child may be becoming confused or having difficulties. However, he notes that it’s important to have a researcher who is familiar with dyscalculia specific learning disabilities and is able to differentiate them from other learning disabilities (Michaelson, 2007). For example, child who is having difficulty following verbal math directions may only have difficulties with language, but not with the actual math operations. Third, a Dyscalculia Screener designed by researcher Brian Butterworth to test numeracy and avoid testing other potential causes. On the other hand, Vaidya provides a list of seven prerequisite math skills, designed by Mahesh Sharma, that commonly crop up in children with dyscalculia (Vaidya, 2004). The child’s specific dyscalculia disability can be determined by which of the several items the child is deficient