Dyscalculia Concepts and Indicators

These flashcards cover key concepts, definitions, and indicators related to dyscalculia, aiding in the understanding of this specific learning disability.

Dyscalculia

A disorder of numerical competence and arithmetic skill present in children of normal intelligence, with no known neurological injuries.

Prevalence

Dyscalculia has an estimated prevalence of approximately 5 to 7%.

Numerosity

The capacity to recognize and mentally manipulate quantities or the number of objects present.

Approximate Number System (ANS)

The belief that a primitive number system exists among children and animals before language develops.

Number Sense Deficit Hypothesis

The hypothesis that individuals with dyscalculia have significant difficulties with intuitively grasping numerosity.

Subitizing

The ability to instantly recognize the number of objects in a small set without counting.

Dyscalculia Indicators

Characteristics such as difficulty learning and remembering math facts, and challenges with arithmetic procedures.

Countering Strategies

Variations of strategies children use, such as counting on fingers or employing immature strategies, leading to errors.

Working Memory

The system that is vital for the temporary storage and manipulation of information during cognitive tasks.

Counting Errors

Mistakes made during counting, often corrections for double counts or miscounts.

Core Deficit

The central impairment in dyscalculia primarily involving domain-specific numerical acuity.

Spatial Abilities

Skills related to understanding and manipulating spatial relationships, often affected in dyscalculia.

Math Anxiety

A prevalent issue where fear of math negatively impacts an individual's ability to perform math tasks.

Comorbidity

The occurrence of dyscalculia alongside other disabilities such as dyslexia and ADHD.

Executive Functions

Cognitive processes that include working memory, reasoning, task flexibility, and problem-solving.

Fact Retrieval

The ability to recall arithmetic facts from long-term memory, which may be impaired in dyscalculia.

Visual-Spatial Deficits

Challenges related to visual processing and spatial orientation, impacting mathematical tasks.

Domain-General Hypothesis

The theory proposing that multiple cognitive processes contribute to mathematical learning difficulties.

Developmental Dyscalculia (DD)

A specific learning disability in math, characterized by poor math skills despite adequate learning opportunities.

Neural Circuits

Specialized networks in the brain that may influence numerical comprehension and manipulation.

Long-Term Memory

A key memory system involved in storing mathematical knowledge and facts over time.

Intrinsic Factors

Internal characteristics, such as cognitive abilities and memory, that affect learning math.

Extrinsic Factors

External influences, such as teaching methods and parental support, that impact math learning.

Instructional Strategies

Approaches used to help students with dyscalculia improve their understanding and skills in math.

Counting Procedures

Methods like min-procedure and sum procedure that children use during addition.

Cognitive Load

The total amount of mental effort being used in the working memory, which can hinder math learning in dyscalculia.