mathematical difficulties - DD Flashcards
effect of difficulties with maths as a child on later life
difficulties in maths are common and persist into adulthood
low numeracy skills related to higher rates of unemployment, low salary, increased risk of depression, poorer health
how many adults have low maths skills in England
6.8 million adults in England were estimated to have skills at or below level expected for typical 9-year-old (Department for Education and Skills, 2003)
how many children have severe mathematical difficulties
3-10%
e.g. developmental dyscalculia
larger number of children and adults estimated to have less severe mathematical difficulties, impacting educational and occupational outcomes
is there more research in reading or maths
less research on mathematical disorders (e.g., dyscalculia) compared to reading disorders (e.g., dyslexia)
a lot less research of maths difficulties compared to reading difficulties
what is developmental dyscalculia + how many people have it
specific impairment of mathematical ability
affects approximately 3.5-6.5% of the population
what difficulties are associated with developmental dyscalculia - in early childhood (7)
- number sense
- sorting objects
- recognising patterns or groups
- comparing and contrasting magnitude
- learning to count
- recognising numbers
- matching numbers with amounts
what difficulties are associated with developmental dyscalculia - in school-age children (5)
- solving basic arithmetic problems (addition, subtraction, multiplication division)
- remembering and retaining basic maths facts (e.g., times tables)
- applying knowledge and skills to solve maths problems
- organising maths facts needed to solve a problem
- understanding what’s written on a board or in a textbook
what difficulties are associated with developmental dyscalculia - in teens and adults (3)
- moving on to more advanced mathematical concepts
- grasp mathematical vocabulary
- following multi-step procedures to solve advanced problems:
–> visualise patterns
–> visualise different parts of a maths problem
–> identifying critical information needed to solve problems
warning signs of developmental dyscalculia (9)
- slow to develop counting and maths problem-solving skills
- difficulty reading numbers or recalling numbers in sequence
- frustration when specific computation and organisation skills need to be used
- concept of time issues
- poor sense of direction
- poor long-term memory of concepts
- poor mental maths ability
- difficulty playing strategy games e.g. chess
- difficulty keeping score during games
how DD is diagnosed
performance on standardised maths achievement test
low performance compared to others of same age that can’t be explained by inappropriate education, neurological disorders, or psychiatric disorders = DD
DSM-5 definition of DD (+ 3 specific types)
Specific Learning Disorder
“A neurodevelopmental disorder of biological origin manifested in learning difficulty and problems in acquiring academic skills markedly below age level and manifested in the early school years, lasting for at least 6 months; not attributed to intellectual disabilities, developmental disorders, or neurological or motor disorders”
specify if:
- with impairment in reading
- with impairment in written expression
- with impairment in mathematics
change in definition of DD from DSM-IV to DSM-V
DSM-IV:
Reading Disorder, Mathematics Disorder, Disorder of Written Expression, Learning Disorder Not Otherwise Specified
DSM-V:
Specific Learning Disorder
specific types of reading deficits are described internationally as dyslexia
specific types of mathematics deficits as dyscalculia
change from DSM-IV to DSM-V with IQ discrepancy
DSM-IV = more than 2 standard deviations between maths and IQ
DSM-V = no IQ discrepancy criteria = little evidence that the numerical difficulties of children with developmental dyscalculia differ dependent on IQ level
DSM-V diagnostic criteria of SLD - 3 specifiers and severities
SLD = specific learning disorder
- impairment in reading (word reading accuracy, reading rate or fluency, reading comprehension) = dyslexia
- impairment in written expression (spelling accuracy, grammar and punctuation accuracy, clarity or organisation of written expression)
- impairment in mathematics (number sense, memorisation of arithmetic facts, accurate or fluent calculation, accurate maths reasoning) = dyscalculia
3 levels of severity:
- mild
- moderate
- severe
SLD with impairment in mathematics - DSM-V - 4 criterion
4 criteria must be met:
A
- difficulties learning and using academic skills
- persisted at least 6 months, despite intervention
- presence of at least one of:
–> difficulties mastering number sense, number facts, or calculation
–> difficulties with mathematical reasoning
B
- skills are substantially below those expected for the individual’s chronological age
- skills interfere with academic/occupational performance/activities of daily living
- confirmed by standardized achievement measures and comprehensive clinical assessment
C
- difficulties begin during school-age years
- may not fully manifest until demands exceed capacity (e.g., timed tests, deadlines)
D
- not better explained by other factors (e.g., intellectual disabilities, visual or auditory issues, other mental or neurological disorders)
