What is Dyscalculia

Dyscalculia is a specific learning disability affecting a person’s math ability. Much the way dyslexia affects reading, dyscalculia affects math skills. If a person is dyscalculic, they will have difficulty with math concepts: abstractions, counting, and many other related skills.

There are several possible underlying skills that, if weak, are the root cause of dyscalculia. Once you determine if dyscalculia is the problem, work on the essential learning skills to correct the problem. Take the dyscalculia test and get on track to a solution.

 

Math Dyslexia

Dyscalculia, often called ‘math dyslexia,’ shares many symptoms and can stem from causes similar to dyslexia. Just like dyslexia, dyscalculia may result from processing difficulties within the brain’s auditory, visual, or kinesthetic areas. However, the key distinction lies in how these underlying issues manifest – dyscalculia affects mathematical skills instead of reading. In some cases, it can impact both areas simultaneously.

Treatment for dyscalculia closely parallels that of dyslexia, with a slight difference in emphasis. This variation arises because, at a fundamental neurological level, the learning processes for math and reading share remarkable similarities. They both rely on common cognitive mechanisms applied differently when acquiring math skills than reading skills.

 

The Role of the Visual System in Dyscalculia

The visual system plays a crucial role in the process of learning mathematics. It encompasses both the physical function of the eyes and the brain’s ability to process and visualize images and abstract concepts. Visual tracking, in particular, is a crucial aspect of this system, referring to the eyes’ ability to follow lines or shapes smoothly. This function relies on the strength of the eye muscles, which can be improved through exercises.

When visual tracking is impaired, it has a ripple effect on various aspects of math learning. Numbers may appear to move or jump, making tasks like aligning columns for addition or subtraction challenging. Additionally, it can lead to sloppy work. It’s important to note that these symptoms can also result from difficulties in brain-eye-hand coordination. Therefore, messy work is not a definitive indicator of a visual tracking problem but a potential sign.

This dyscalculia screener is designed to help identify the root cause of such issues, whether they stem from visual tracking, coordination challenges, or a combination of factors. By pinpointing the underlying problem, it offers tailored recommendations to address and improve math-related difficulties.

 

Visual Processing and Dyscalculia

In addition, internal visual systems play a crucial role in mathematical skills. Within these systems, skills like visual closure and visual discrimination expedite processing, making thinking more efficient and less taxing on other cognitive functions. When these micro-skills are underdeveloped, they place an additional burden on cognitive functions, making math considerably more challenging. The good news is that strengthening these skills is a relatively straightforward process.

Furthermore, it is essential to emphasize the significance of learning micro-skills such as visual memory and visual memory manipulation. These skills form the foundation of visualization, a critical component of math (and reading). Much like any other cognitive skill, the power of imagination can be enhanced through simple exercises.

 

Auditory Processing and Dyscalculia

Auditory processing may not immediately appear pivotal in mathematical learning, but its importance should be considered. While visual systems operate non-linearly, auditory systems function linearly. As mathematics inherently follows a logical progression, auditory processing contributes significantly to the development of mathematical logic. Consider how you might remember a sequence of numbers and letters, some in uppercase and some in lowercase. Auditory skills come into play for sequencing, while visual memory helps with the finer details of uppercase letters. When these two skill sets work in harmony, the result combines both strengths, showcasing the remarkable capabilities of our thought processes.

Interestingly, difficulty in following instructions, a common symptom of dyscalculia, can be attributed to auditory challenges. However, like the example described above, this task is optimally executed when employing a blend of auditory and visual processing skills.

 

Kinesthetic Processing and Dyscalculia

The core of our learning experience resides within our kinesthetic learning systems. Spatial memory, a remarkable facet of this system, empowers us to retain vast amounts of information efficiently. However, in today’s world, many children often lack essential kinesthetic skills, including proprioception and coordination.

Early on, a unique connection emerged between kinesthetic learning systems and overall academic learning. It became evident that specific learning disabilities often manifested in a child’s body mechanics, particularly in their attempts to coordinate particular movements. Remarkably, we also discovered that cultivating proprioception and coordination could remedy these specific learning disabilities.

This pivotal discovery marked the inception of what we now know as the remarkable Learning Success System.

 

Addressing Multiple Challenges

Learning micro-skill weaknesses can often occur in combinations. It is advisable to consider a program that addresses these weaknesses comprehensively, even if they are not immediately evident. Doing so can offer additional benefits.

Our dyscalculia screener is designed to assist you in determining the most effective starting point, taking into account potential combinations of challenges for a holistic approach.