Children with dyscalculia have many difficulties in mathematical processes, because they do not have the strategies of numerical facts.
Children with dyscalculia have problems organizing, adding and subtracting spatially, and this leads us to corroborate the hypotheses raised about dyscalculia and its appearance, since this disorder may have to do with mental processes, such as:
Work memory.
In the visoperceptual area.
However, it is important to mention that as the disorder of dyscalculia is related to dyslexia and dysgraphia, in all of these there are manifest visoperceptual components; The learning disorders are linked together, then it is shown that the areas of the brain are mixed and not focused, that is, an area of the brain does not necessarily have to be dedicated to a specific function.
Characteristics of dyscalculia
There will be several caracetristicas, but these are the most representative in children with dyscalculia:
Problems in the numbering.
Problems in the counting.
Problems in arithmetic processes.
Regarding the numbering for example:
Children have difficulty understanding the concept one (01) to one (01).
The numerical concept in general.
Therefore, when children are in the acquisition, they can not understand that, in the spelling or in the word one (01), it corresponds accordingly to a quantity, among others.
Problems manifested by children with dyscalculia
It is not only about making sums, but the series and the sequence in numbers, which have the ability to add or subtract the amount to carry out the process, if they are added or subtracted, it is to know what corresponds to the quantities. If they adhere or separate to make the process excato and real.
Of course, in multiplications it becomes even more complex, this is because the quantities are multiplied but in blocks, then this mathematical operation is very difficult to understand.
In terms of arithmetic, we begin to see the processes or difficulties in the mathematical problems themselves. For example:
Children are not able to understand a problem.
Children are not able to organize information.
Children are not able to know what procedure or process of arithmetic is added, subtracted, in itself, they do not know what they must do to solve the problem.
How can we detect dyscalculia?
Teachers or parents are those who can see deficiencies in the mathematical operations or in the knowledge of the numbers that children make manifest; Adults are those who can determine the signals that children send, the so-called red lights about a possible dyscalculia.
When you are in presence with a child or adult with this type of problem it is important that you attend a valuation, since in that assessment the specialists are in charge of:
Measure the numerical concept.
The calculation must be measured.
They are responsible for measuring knowledge to solve operations.
Be part of the knowledge of basic operations, to enter more complex areas.
Problem solving is measured.
Greetings educators and motivators of education; Detect learning problems or disorders that are manifest from pre-school age onwards is our job as educators and / or representatives, because mathematical operations and others are vital for life, although it is believed that mathematics is not used, in Reality for everything is used. The simplest processes for a person with dyscalculia can be extremely complicated.
