Similar to dyslexia, there are schoolchildren who - despite otherwise good performance - have great difficulty with arithmetic. This isolated learning disorder (partial performance disorder) is also called dyscalculia or arithmetic disorder.
What is dyscalculia?
Already in infancy develops a first knowledge about the meaning of numbers and quantities. It begins to develop from the age of one year at the same time when children begin to speak. Children learn to distinguish between "one" and "many", followed by the assignment of a number word to a countable object until the knowledge is expanded in primary school through the basic arithmetic operations. Each learning step builds on the previous one.
To the children affected by dyscalculia lacks a conception of numbers and quantities. They understand numbers as pure symbols, not as quantities. For example, affected children cannot imagine a quantity for a written number "8" or they understand "8" only as a number up to which one can count, but not as a decomposable number.
They often also have a poor spatial sense of orientation and need, for example, when crossing the tens, when the fingers are no longer sufficient, concrete visual aids, such as the "number line" or strung strings of beads.
Where does dyscalculia come from?
Dyscalculia occurs in 5-7% percent of the world's population. Scientists are just beginning to understand dyscalculia. Arithmetic is a complex process involving multiple brain regions working together: A quantity must be assigned to a number, and in many tasks intermediate steps must be stored in short-term memory. If the neuronal connections between the brain regions involved are not sufficiently developed, there will be problems. Sometimes only in parts, sometimes almost nothing works. Today it is assumed that there is a hereditary predisposition for dyscalculia. If unfavourable environmental factors are added, such as poor mathematics teaching, the learning disorder develops. It is therefore not related to laziness, a general learning disability or poor learning, as critics or even parents of non-affected children sometimes say.
Dyscalculia has nothing to do with a lack of intelligence
Nevertheless, the issue is a major problem for those affected. "If you can't do math, you're stupid" is the prejudice. For those affected, this is a stigma. Through the incredulous looks of classmates when those affected cannot solve a simple task, through the giggles when they name fantasy numbers, and through the constant admonitions from teachers and parents to try harder. This leaves its mark on the psyche. "Many no longer trust themselves to do anything".
Dyscalculia at school - often no compensation for disadvantages
Children diagnosed with dyslexia receive a so-called Compensation for disadvantages at school, spelling is often not graded. So far, children with dyscalculia do not have the right to such facilitations. In some federal states there are at least regulations or decrees on this, but the schools must agree whether and how the children are helped.
In teacher training, but also in school policy, dyscalculia has so far received little attention. Yet one can already be diagnosed at the end of the first grade. This is advisable, because the earlier a child receives special support, the less school material it has to catch up on.
How is the diagnosis made?
The diagnosis of dyscalculia is made by means of a test carried out in the neuropsychological testing erfahrenen Arzt, Psychologen oder Pädagogen. Zunächst wird die Grundintelligenz des Kindes bestimmt, unabhängig von seinen Rechenfertigkeiten, dann wird isoliert seine Rechenfertigkeit mit speziellen Testuntersuchungen in Relation zu seiner Grundintelligenz gesetzt. Ist das Kind also mindestens durchschnittlich begabt und liegt seine Rechenfertigkeit unterhalb eines bestimmten Bereiches (Prozentrang <15) erheblich im unterdurchschnittlichen Bereich, ist die Diagnose Dyskalkulie zu stellen.
get dyscalculia under control
The treatment of dyscalculia is usually carried out by specially trained "Learning therapists" or persons with "learning therapy training". Pure mathematics tutoring is insufficient, just as writing constant dictations does not improve dyslexia, but special knowledge is used in the treatment.
Who pays for the therapy?
Parents usually have to pay for learning therapies for dyscalculia themselves; there is no support from the health insurance funds. Only if the child is already psychologically conspicuous due to the disorder, can funding be provided by the youth welfare office with the help of the §35a of the SGB VIII can be applied for.