Impact Of Dyscalculia On Child's Development

Moo

 

Dyscalculia is a learning disorder characterized by difficulties with Mathematics (abbreviated to Maths) skills and number processing. It affects an individual's ability to understand and work with numbers, making everyday Maths tasks very tedious and challenging. Dyscalculia has impact on child development in many ways, including the following:

1. Difficulty with number sense and basic arithmetic operations

2. Trouble with Maths problem-solving and reasoning

3. Challenges with understanding Maths concepts and vocabulary

4. Difficulty with mental Maths calculations and estimations

5. Trouble with spatial reasoning and visual-spatial skills

6. Difficulty with Maths can lead to feelings of inadequacy, low self-esteem, and decreased confidence.

7. Children with dyscalculia may avoid Maths-related tasks or situations, leading to missed opportunities for learning, practice, and success.

8. Children with dyscalculia always struggle with Maths, hate Maths with untold passion, leading to anger, frustrations, and explosive actions.

9. Dyscalculia can cause children to procrastinate or put off Maths-related tasks, leading to decreased productivity and poverty.

10. One of the greatest impact of dyscalculia is that it limits choices of careers, especially in disciplines demanding for high Maths skills and dexterity. It drastically reduces opportunities for success.

11. Untreated dyscalculia can easily lead to academic underachievement, leading to unemployment, poverty, substance abuse resulting from frustrations, and other social vices. 

Some causes of dyscalculia are:

1. Genetical factors:

a. Family history: 

Dyscalculia can run in families, suggesting a possible genetical or hereditary links.

b. Genetical mutations: 

Certain genetical mutations such as those affecting the DYX1C1 gene, have been associated with dyscalculia.

2. Brain structure and functions:

a. Abnormalities in brain structure: 

Studies have shown differences in brain structure, particularly in the intraparietal sulcus (IPS), between individuals with dyscalculia and those without it.

b. Functional brain differences:

Functional magnetic resonance imaging (fMRI) studies have revealed differences in brain activity patterns between individuals with dyscalculia and those without it.

3. Environmental and emotional factors: 

a. Poor Maths instructions:

Inadequate or ineffective Maths instructions can contribute immensely to the development of dyscalculia. 

b. Learning gaps: 

Gaps in Maths knowledge, teaching, and skills can widen overtime, making it challenging for children to catch up with Maths.

c. Cultural and socioeconomic factors:

Cultural and socioeconomic factors such as limited access to quality Maths resources can contribute to the development of dyscalculia. 

4. Neurodevelopmental disorders:

Certain neurodevelopmental disorders such as autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), can increase the risk of developing dyscalculia.

5. Other factors: 

a. Traumatic brain injury:

Traumatic brain injury can adversely damage areas of the brain responsible for Maths processing, thereby leading to dyscalculia.

b. Neurodegenerative disorder:

Certain neurodegenerative disorders such as Alzheimer's disease can affect Maths processing and lead to dyscalculia. It is essential to note that dyscalculia is often a condition, and multiple factors may contribute to its development. Therefore, a comprehensive evaluation by a qualified professional is required to determine the underlying cause of dyscalculia in an individual. Dyscalculia, a neurodevelopmental learning disorder affecting Maths skills and number processing, has been linked to differences in brain structure and function. Find here some biological details on how dyscalculia affects the brain:

1. Brain regions affected: 

a. Intraparietal Sulcus (IPS): 

The IPS, located in the parietal lobe, is responsible for number processing and Maths calculations. Medical research has shown that individuals with dyscalculia tend to have reduced activity and grey matter volume in the IPS.

b. Prefrontal Cortex (PFC): 

The PFC, responsible for working memory, attention, and executive functions, is also affected in dyscalculia. Individuals with dyscalculia may exhibit reduced anxiety and connectivity in the PFC.

c. Angular Gyrus (AG):

The AG, involved in Maths calculations and number processing, has been shown to be less active in individuals with dyscalculia. 

Neural Networks and Pathways:

a. Default mode networks (DMN):

The DMN, responsible for introspection and self-reflection, is overactive in individuals with dyscalculia. This condition leads to difficulties in focusing on Maths tasks.

b. Central executive networks (CEN): 

The CEN, responsible for working memory and executive functions, is underactive in individuals with dyscalculia. This leads to difficulties in processing and retaining Maths information.

c. Visual-Spatial Networks (VSN):

The VSN, responsible for processing visual and spatial information, is also affected by dyscalculia. Individuals with dyscalculia may exhibit difficulties in processing and understanding Maths concepts that rely on visual-spatial skills. 

3. Neurotransmitters and hormones:

a. Dopamine:

Dopamine, a neurotransmitter involved in motivation and reward processing, has been linked to Maths performance. Individuals with dyscalculia may exhibit altered dopamine functioning, thereby making them unable to solve mathematical problems. 

b. Serotonin:

Serotonin, a neurotransmitter involved in mood regulation and cognitive processing, has been linked to Maths performance. Individuals with dyscalculia may exhibit altered serotonin functioning.

4. Genetical factors: 

a. DYX1C1 gene:

The DYX1C1 gene, involved in brain development and function, has been linked to dyscalculia.

5. Other genetical variants:

Other genetical variants such as those affecting the COMT and BDNF genes, have as well been linked to dyscalculia. 

All these biological details highlight the complex neural mechanisms underlying dyscalculia. Hence, further research is required to fully understand the biological details of dyscalculia and to develop effective preventive, interventions, and supportive measures. While there is no guaranteed clear-cut approach to prevent dyscalculia, infallible research suggests that early intervention and targeted support can help mitigate its effects. Here are some strategies to promote Maths skills and potentially prevent dyscalculia:

1. Early Maths exposure:

Parents, caretakers, and teachers should engage children in Maths-related activities from the early age, such as counting, basic addition and subtraction, and shape recognition. 

2. Play-based Maths learning:

Parents and educators should use play-based approaches to teach Maths concepts, making Maths learning both fun and interactive.

3. Number sense development:

Focus should be on developing number sense skills such as understanding number relationships, patterns, and qualities.

4. Maths literacy:

There should be emphasis on Maths literacy skills, including reading and writing numbers, understanding Maths vocabulary, and recognizing Maths symbols.

5. Differentiated instructions: 

Maths teachers should tailor Maths instructions to meet individuals needs, providing extra support or challenges as needed.

6. Parent-teacher collaboration:

It is necessary to foster collaboration between parents and teachers to ensure consistency and support for Maths learning.

7. Screening and early interventions:

There should be regular screening for children's Maths difficulties and the immediate ability to provide targeted interventions to address emergency issues.

8. Maths-rich environment:

It is important to create Maths-rich environment that encourages exploration, experimentations, and Maths-based problem-solving.

It is believed that when parents, caregivers, and educators implement these strategies, they can help promote Maths skills and potentially prevent or mitigate the dreadful impact of dyscalculia. Dyscalculia, a learning disorder affecting Maths skills and number processing can impact various aspects of child's development. Here are other potential impact of dyscalculia:

1. Low self-esteem:

Difficulty with Maths can lead to feelings of inadequacy, low self-esteem, and decreased confidence.

2. Avoidance behaviours: 

Children with dyscalculia may avoid Maths-related tasks or situations, leading to missed opportunities for learning and practice.

3. Frustrations and anger:

Children with dyscalculia always struggle with Maths, leading to anger, frustration, and explosive actions.

4. Procrastination and decreased productivity:

Dyscalculia can lead children to procrastinate or put off Maths-related tasks, leading to decreased productivity and stress.

5. Career limitations: 

One of the most noticeable impact of dyscalculia is career limitations. Permanent difficulties with Maths can effectively limit career choices and opportunities, especially in disciplines requiring higher Maths skills. This situation, without any atom of doubt, can drastically reduce success opportunities. 

6. Academic underachievements: 

Untreated dyscalculia in children can easily lead to academic underachievements, leading to unemployment, poverty, substance abuse, hooliganism and other social vices.

International agencies have taken bold steps to combat dyscalculia head-on. For instance, the European Dyscalculia Association supports individuals with dyscalculia and promotes best practices in dyscalculia support. It offers free public information, guidance, and resources on dyscalculia, including its history, terminology, science, research, treatment, and causes. It also provides training courses for teachers and publications on dyscalculia. The Child Mind Institute provides guidance on how to help kids with dyscalculia, including tips for supporting their academic and emotional needs. The European Union and US Government have implemented various initiatives to address dyscalculia. The EU supports the European Dyslexia Association, which promotes awareness and provides resources for individuals with dyslexia and dyscalculia. The EU's Inclusive Education initiative promotes inclusive education, which aims to provide education for all children in Europe, including those with dyscalculia. The EU's Research Funding initiative provides funding for research on dyscalculia, aiming to improve understanding and develop effective intervention measures and support. The US Individuals with Disabilities Education Act (IDEA) ensures that children with dyscalculia are eligible for special education services and accommodations. The US Section 504 of the Rehabilitation Act requires all schools in US to provide reasonable accommodations for children with dyscalculia. The US National Institute of Child Health and Human Development (NICHD) funds research on dyscalculia, aiming to improve understanding and develop effective interventions. The US Department of Education's Response to Intervention (RTI) promotes a framework for identifying and supporting students with learning difficulties, including those with dyscalculia. Not only that, the US Department of Education has issued guidance and resources for dyscalculia, dyslexia, and dysgraphia, emphasizing the importance of providing accommodations and support for students with these conditions. Overall, these efforts aim to raise awareness about dyscalculia, provide resources and support for individuals with dyscalculia and promote inclusive education practices. 

In summary, dyscalculia, a learning disorder affecting Maths skills and number processing, can have a profound impact on child development, influencing the child's academic achievements, self-esteem, and future prospects. But, while acknowledging the challenges posed by dyscalculia, and providing timely support and interventions, we can empower children with dyscalculia to overcome their difficulties and limitations, build confidence in their Maths abilities, and reach their full potential in all aspects of life. 

Please, kindly share this post with your friends and loved ones. No knowledge is a waste! Thank you very much.