Dyscalculia is a learning disorder that affects a person's ability to understand and use basic mathematical concepts. Although dyscalculia can manifest itself in a variety of ways, six main types of dyscalculia can be identified, each with its own characteristics and challenges. It is crucial to detect these types of dyscalculia as early as possible to provide appropriate interventions and support to those who suffer from it.
The 6 Types of Dyscalculia
1. Visuo-spatial Dyscalculia
This type of dyscalculia manifests itself in difficulties in visually understanding mathematical concepts, such as the perception of numbers and geometric shapes. People with visuo-spatial dyscalculia may have trouble spatially organizing numbers into columns when doing addition or subtraction, and may confuse mathematical symbols. Additionally, they may have difficulty understanding and remembering number patterns.
2. Auditory Dyscalculia
Auditory dyscalculia is characterized by difficulties processing mathematical information that is presented auditorily. People with this type of dyscalculia may have trouble understanding verbal instructions related to mathematics or remembering number sequences that have been said aloud to them. They may also have difficulty discriminating between mathematically relevant sounds, such as those of units of measurement.
3. Conceptual Dyscalculia
Conceptual dyscalculia refers to difficulties understanding abstract concepts in mathematics, such as the place value of numbers or the relationship between mathematical operations. People with conceptual dyscalculia may have difficulty understanding the logic behind mathematical operations and applying mathematical concepts in everyday situations.
4. Praxic Dyscalculia
Praxic dyscalculia involves difficulties in performing mathematical operations, such as addition, subtraction, multiplication and division. People with praxic dyscalculia may have problems remembering the rules for these calculations, properly organizing numbers when doing complex mathematical operations, or automating the performance of basic calculations.
5. Sequential Dyscalculia
Sequential dyscalculia is characterized by difficulties in understanding and managing numerical sequences. People with sequential dyscalculia may have trouble remembering the order of steps in a math problem, following sequences of numbers in long math operations, or understanding the sequence of operations required to solve a math problem.
6. Mixed Dyscalculia
Mixed dyscalculia combines characteristics of several types of dyscalculia. People with mixed dyscalculia may present difficulties in multiple mathematical areas, such as visual and auditory understanding of mathematical concepts, applying mathematical rules, and performing mathematical operations correctly.
It is important to keep in mind that a A person may have more than one type of dyscalculia, and the symptoms may vary in intensity and manifestation in each individual. The early identification of these types of dyscalculia is essential to provide the necessary support and facilitate the mathematical learning of those who suffer from them.
Indicators to Detect the Types of Dyscalculia
To detect the different types of dyscalculia, it is crucial to pay attention to a series of common indicators that can manifest in a person's mathematical performance. Some of the most common indicators include:
1. Difficulty Understanding Basic Concepts
People with dyscalculia may have difficulty understanding basic mathematical concepts, such as the relationship between numbers, fundamental mathematical operations, and mathematical properties. They may show confusion or lack of understanding when trying to solve simple math problems.
2. Problems with Spatial Organization
Some people with dyscalculia may have difficulty visually organizing numbers into columns when doing math operations, such as addition, subtraction, or multiplication. They may make errors when properly lining up numbers and remembering the sequence of steps required to complete a mathematical operation.
3. Difficulty in Pattern Recognition
People with dyscalculia may have problems identifying and remembering numerical patterns, which can make it difficult to solve mathematical problems that require the application of numerical sequences or series. They may present difficulties in recognizing numerical relationships and applying mathematical patterns in solving problems.
4. Error in Using Mathematical Symbols
Some people with dyscalculia may have difficulty using mathematical symbols correctly, such as addition, subtraction, multiplication, and division signs. They can confuse the interpretation of these symbols and make mistakes when applying the corresponding mathematical operations in a given problem.
5. Numerical Memory Problems
People with dyscalculia may have difficulties remembering numerical sequences, such as multiplication tables, telephone numbers or important dates. They may show problems retaining and retrieving numerical information accurately and efficiently, which may interfere with their performance on mathematical tasks.
6. Confusion in Auditory Instructions
People with auditory dyscalculia may have problems understanding and following verbal instructions related to mathematics. They may show difficulty remembering numerical sequences that have been said aloud to them or discriminating between relevant and irrelevant auditory information in mathematical contexts.
7. Difficulty Applying Mathematical Rules
Some people with dyscalculia may have problems correctly applying mathematical rules when solving problems. They may show confusion when determining which mathematical operation is appropriate in a given situation or make errors when following the steps required to complete a mathematical operation.
8. Low Performance on Mathematical Tasks
People with dyscalculia often show poor performance on mathematical tasks compared to their peers. They may have difficulty completing simple calculations, solving math problems efficiently, or applying math concepts to everyday situations. This continued poor performance can negatively impact their self-esteem and motivation to learn mathematics.
These indicators can serve as warning signs to detect possible types of dyscalculia in a person. It is important to keep in mind that dyscalculia can be diagnosed by mental health professionals, such as psychologists specialized in neuropsychological evaluation, through specific tests that evaluate the individual's mathematical and cognitive abilities.
In conclusion, Early identification of the types of dyscalculia and detection of the indicators that accompany them are essential to provide the necessary support to people facing this learning disorder. With the proper identification and approach to dyscalculia, it is possible to improve the quality of life and academic performance of those who suffer from it, allowing them to develop effective strategies to overcome the mathematical challenges they face.