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Identifier	Thesis 2188
Author	Bauer, Sarah Stevens, 1971-
Title	Dyscalculia
Publisher	Central Connecticut State University
Date	2011; *
Resource Type	Master's Thesis
Notes	Dyscalculia, also known as ‘number blindness’ or acalculia is defined as a “cognitive disorder manifested by disturbance of arithmetic ability” (Shalev & Gross-Tsur, 2001, p. 134). It is a disability in which one has difficulty understanding numerical concepts. The literal definition comes from Greek and Latin; ‘dys’, meaning badly, and ‘calculia’, meaning counting, (Messenger, Emerson, & Bird, 2007). A pupil who displays signs of dyscalculia has challenges when solving mathematical problems. Approximately 6% of children who attend school suffer from dyscalculia (also referred to as numlexia). The first symptom to appear in a dyscalculic child is the inability to grasp the concept of subitizing, or recognizing the number of objects in a group without counting. Subitizing is now widely believed to be an innate or inborn ability. Numerous studies have been performed to determine this capability in infants. In the first few weeks of life, newborns can distinguish small groups of objects (three or less) that contain the same amount and by four weeks are proficient in identifying a change between the two groups. However, it is difficult for a child who is dyscalculic to subitize. As a child enters adulthood, the inability to subitize objects often becomes more apparent. A dyscalculic may only be able to subitize a few objects and may require more time to notice a change between groups. Other common obstacles for a dyscalculic may include calculations of arithmetic, remembering mathematical formulas or concepts, and confusion over which mathematical sign to use (for example, +, -, ×, or ÷) when completing an exercise. Telling time on an analog clock, counting money, and keeping score at a basketball game, are just a few examples of the challenges an adult may have to struggle within the real world. This meta-study includes recent investigation regarding dyscalculia and includes appropriate teaching procedures to address this disability. It also explores procedures to identify and treat dyscalculia, focusing on some of the more effective techniques, including games and computer applications, to assist children who are impaired by this disorder.
Subject	Acalculia in children Numeracy -- Study and teaching -- Activity programs Learning disabled children
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804653115
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