Dyscalculia & Dyslexia

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Dyscalculia & Dyslexia



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From a neuropsychological approach is called Dyscalculia the set of disturbances and difficulties that arise in children when starting or during the learning math skills such as calculation, the acquisition of numerical concepts and arithmetic and numerical processing. (Lenz 2006, 34) Dyscalculia has traditionally differentiated the acalculia, term used to indicate that the deficits were acquired once the process was conducted learning and therefore the area of knowledge already mastered. (Gresham 2008, 19)

 In other words, acalculia term refers to an injury acquired in adulthood because of injury or brain disease. Although dyscalculia may appear associated with deficits language, has often been characterized by a significant discrepancy between specific math skills and general intelligence. (Fletcher 2007, 27) According to von Aster, the discalculicos children show a marked difference between mental age and age chronological in terms of mathematical domain, i.e., mathematical skills are expected at a much younger normal children. 

Receive representations to the student is a psychological fact of nature individual. Not everyone perceives the same way. These circumstances allow us to understand that for more than one class use methods and uniform procedures, showing an external reality and the best teaching conditions, each of the students react to teaching correspondence with their internal mental states. Some reasons modify a biological or psychological interpretation of the external world. The body schema is no more than the concept or knowledge of own body.

Others call it auto gnosis. This information does not reach supplemented or adulthood, while still when there are still areas of the body are unknown, e.g. the back. For more than an individual's observed through a mirror image is never fully known. Clearly the relationships between failures in teach calculation scheme body, e.g., disorientation as to right or left.

Several authors have referenced that they have no physical or emotional problems and have difficulties learning from other areas of knowledge. A second distinction is made ??from the point of view of the nature of cognitive impairment. (Bradley 2008, 29)

Between three and eight percent of school-age children show evidence of dyscalculia. One of the most common and enduring is the difficulty in remembering facts basic arithmetic (ie 4 +2 = "6"). These children are at risk of developing anxiety towards mathematics, which will take to avoid them and make even more difficult to acquire basic skills in this area 

Handling of Dyscalculia

The acquired dyscalculia term is used to characterize the deficits associated with brain damage during childhood, ...
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