Dyscalculia Flashcards
Prevalence of dyscalculia is 3-6% worldwide, but still understudied
Shalev et al (2000)
Primary dyscalculia
Maths deficits coming from an impaired ability to acquire these skills
Secondary dyscalculia
Maths deficits caused by external factors like poor education and low socio-economic status
80% of pupils with dyscalculia have another SEN need, over 55% were entitled to Free School Meals
Morsanvi et al (2018)
Primary and secondary used in dyscalculia may be applicable to other conditions
Szucs and Goswami (2013)
Steps of number acquisition:
1. Inherited basic number sense regarding magnitude
2. Acquisition of number words during preschool
3. Learning number symbols in primary school
4. Development of a number line
Von Aster and Shalev (2007)
Dyscalculia diagnosis is significant across siblings, parent to offspring and mother to daughter.
Maths ability is significant amongst siblings, mother to daughter, mother to son, and father to daughter
Shalev et al (2001)
Candidate genes were found for dyscalculia, but not confirmed
Carvalho (2019)
Dyscalculia is caused by defective connection between symbols and magnitude
Rouselle and Now (2007)
Intraparietal Sulcus in the brain is a key factor in dyscalculia
Price and Ansari (2013)
Dyscalculia caused by inability to visualise a mental number line
Dehaene (2011)
Having interventions for 15 minutes each week for a school term significantly improved mathematical ability
Kadosh et al (2013)
Games can help dyscalculia people with addition, but not subtraction
Fuchs et al (2006)
Some computer games help with dyscalculia, but cannot be transferred to outside the game
Rasanen et al (2009)
Transcranial Electrical Stimulation helps dyscalculia children with attention, working memory, numeracy, language, and executive function
Kadosh et al (2013)
Transcranial Electrical Stimulation brings current to the brain and helps improve numeracy
Butterworth (2010)
Transcranial Electrical Stimulation can be transferred to novel non-learned tasks for dyscalculia
Snowball et al (2013)
Interventions should focus on specific mathematical abilities and start from primary school age. Other co-morbidities should also be addressed
Haberstroh (2019)
High comorbidities between dyslexia and dyscalculia
Landerl et al (2013)
Percentage of children with both reading and arithmetic difficulties is 7.6%
Dirks et al (2008)
Found no significant interactions between dyslexia and dyscalculia but spatial skills found to contribute to both
Peters et al (2020)
Poor verbal short term memory are present in both dyslexia and dyscalculia
Wilson et al (2014)
Did cognitive tests in children with dyslexia, dyscalculia, both and neither. Visual perception is underlying cause of dyslexia and dyscalculia
Cheng et al (2020)
Dyscalculia children showed deficits in rapid naming of quantities. Dyslexic and dyscalculic children showed deficits in Rapid Automised Naming Task
Willburger et al (2008)
Brain activity between dyslexia and dyscalculia is similar when encountering arithmetic
Peters et al (2018)
Dyscalculics had significant difficulties in graph inhibition, number inhibition, and word inhibition
Wang et al (2012)
Difficulties in short term and working memory - remembering and storing verbal and visual information
Van Luit and Toll (2018)
Identified 2 types of dyscalculia from EEG. Those with average working memory and those with less than average working memory
Cardenas et al (2021)
Difficulties in attention, focusing attention to match stimuli for dyscalculia
Van Luit and Toll (2018)
Dyscalculia people struggle with attention and processing speed
Agostini et al (2022)
Dyscalculia people have impaired working memory and visa-spatial attention
Geary (2004)
Deficits in alerting network for dyscalculia people, causing attention difficulties in dyscalculia
Askenazi and Henrik (2021)
Dyscalculia people have difficulties in naming speed with numbers, colours and objects
Van Luit and Toll (2018)
Dyscalculia people have difficulties in planning (connecting stimuli in correct order)
Van Luit and Toll (2018)
Dyscalculia people have larger numerical distance effects
Price et al (2007)
Scored lower on verbal and spatial tasks compared to those without dyscalculia
Peters et al (2020)
Dyscalculia people add extra 0s in numbers they hear, and overestimate the number of objects they see
Kucian and von Aster (2015)
Dyscalculics have impaired basic number processing and impaired magnitude judgements
Koontz and Berch (1996)
Dyscalculics have impaired arithmetic fact retrieval
Mazzocco et al (2008)
