How to Differentiate Between Dyscalculia and Poor Mathematics Learning

Diagnosing dyscalculia - the clinical term for the specific learning disability in Mathematics - is a hard one to make. For one, it sports characteristics that are easy to confuse with ineffective mathematics study: inability to comprehend and apply foundational mathematical concepts, poor mental calculation ability & memory for numbers, and poor number sense. That is, if a child doesn't do his homework and doesn't listen in Mathematics class, then definitely he will have similar behavior.

Given this, how do we differentiate dyscalculia from other, more identifiable learning problems in Mathematics? Here are some differences that we should be aware of:

Dyscalculia is not specific to school

It is not really a case of misplacing integer signs or forgetting to get the lowest terms of fractions. People diagnosed with dyscalculia essentially encounter the same (or even more) mathematical challenges outside of school. Activities which are otherwise simple such as playing board games or memorizing street numbers would be very difficult for one who has a mathematics-specific learning disability. More practical tasks such as adding up grocery items or baking would also be challenging for those who have dyscalculia. Taken simply, dyscalculia is very different from a child who just doesn't want to study Mathematics but is able to perform daily, numerical tasks.

Dyscalculia is a life-long disorder

Though having dyscalculia may include forgetting one's high school Algebra, it is more about being unable to learn Algebra (or even basic arithmetic) in the first place. This is essentially a continuous challenge even in adult life, requiring the dyscalculic person to develop his own coping strategies to deal with the handicap. This is different from a person who could essentially grasp the procedures and algorithms connected with the mathematical concepts but do poorly only because they misunderstood or 'forgot' the topic - this might not be diagnosed as dyscalculia on the onset.

Dyscalculia means having irregular error patterns

Mastering mathematical concepts involves imbibing the appropriate algorithms and necessary strategies to come up with solutions. This means that if a child simply didn't master the topic, then he will have specific error patterns that are more or less understandable from the perspective of standard mathematics instruction. On the other hand, those having dyscalculia will have their own interpretations of mathematical operations or procedures, making it harder to find the patterns of error that will characterize their answers. It's as if a different mathematical reality exists for these learners, and it's up to the teacher to improvise or customize the instruction to the child's needs.

All in all, we should just remember that all these characteristics are subject to the individual needs of a particular child. Diagnosing any kind of disorder is not just a matter of putting a label to it but about reframing and restructuring so that we could create the best intervention possible. This is the same with the case of dyscalculia; these are just informal guidelines that we could use.

Notes:

1. I was inspired to write this article after I read the first chapter of Mathematics for Dyslexics (Including Dyscalculia) by Steve Chinn & Richard Ashcroft. Very good book, a must-read for those interested to teach children with specific learning disabilities in Mathematics.