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This paper reviews dyscalculia, an academic developmental disorder that is believed to affect about 3 to 6 percent of the population. According to the paper, an individual with dyscalculia may struggle with a number of different issues such as, linguistic skills, perceptual skills, attention skills and mathematical skills.
From the Paper:"Dyscalculic individuals can usually learn the sequence of counting words, but can have trouble moving back and forth, especially in twos, threes or more. Estimating numbers is also more of an issue in comparison to others their age. With dyscalculia, the lack of understanding number magnitudes, which is typical of children in the age group of 7 to 11, is absent. Math vocabulary may also to lead to problems for students, especially when they have to use several different words at a time, such as "add," "plus," and "combine" that can be used interchangeably. Other terms, such as "hypotenuse" and "to factor" do not occur in normal discussions and must be learned specifically for mathematics. At times, an individual may understand the underlying concept but not how to use a specific term correctly."
Sample of Sources Used:
- Center For Teaching/ Learning of Mathematics (CTLM). 1986. III. Progress of Dr. Ladislav Kosc's Work on Dyscalculia. Focus on Learning Problems in Mathematics 8
- Diagnostic and Statistical Manual of Mental Disorders, Fourth edition (DSM-IV) 1994 American Psychiatric Association.
- International Classification of Diseases (ICD-10) (1992). World Health Organization,
- Kaufman, L., Handl, P., & Thony, B. (2003) Evaluation of a numeracy intervention program. Pilot study. University Children's Hospital, Innsbruch, Austria.
- Vaida, S.R. (2004) Understanding dyscalculia for teaching. Education 124, 717-721.
Cite this Research Paper:
Dyscalculia (2007, February 28) Retrieved September 25, 2016, from http://www.academon.com/research-paper/dyscalculia-92800/
"Dyscalculia" 28 February 2007. Web. 25 September. 2016. <http://www.academon.com/research-paper/dyscalculia-92800/>