Disability
Teresa Guillemot
Teacher Education Programme, Mathematics and Computing
toc99001@student.mdh.se
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several, not related, behavioural disorders. Rubinstein and these differences across the trials. Measuring the children’s
Henik considered brain dysfunction as a possible reason for counting ability was made by letting the child look at a puppet
dyscalculia and stated that evidence has been found that IPS counting red and blue chips. The child had to tell if the puppet
was involved in attention and related cognitive processes. Injury had made a correct calculation, and not double-calculated.
in the IPS area could thus result in dyscalculia. The authors Geary et al. (2009) noted that children with MLD made errors
recommended future researchers to examine the whole brain, throughout the test when the first chip was counted twice like
since developmental disorders were considered heterogeneous. “one – one – two – three – etc”. The score for this part of the
Focusing on single brain-behaviour deficits exclusively could test was calculated as a percentage of the number of times the
prevent understanding of the variety of deficits connected to child successfully identified wrong calculations.
developmental dyscalculia and MLD, yet standardized tests of To further asses the children’s addition strategies, a mix of
arithmetic computation could be a helpful screening tool to simple and complex addition problems was shown one at a time.
detect and separate dyscalculia from MLD, according to Each problem should be solved as quickly and correctly as
Rubinstein and Henik (2009). possible. The child could use any strategy to get the answer, but
Geary et al. (2009) referred to other authors (Gross-Tsur, without pen and paper and the answer was to be told out loud.
Geary et al. (2009) classified the trials into six different
Manor, & Shalev, 1996; Kosc, 1974; Ostad, 1998; Shalev, 8
Manor, & Gross-Tsur, 2005) when discussing predictions of the categories; specifically, counting fingers, fingers , verbal
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percentage of children diagnosed with a mathematical learning counting, retrieval, decomposition or other/mixed strategy. The
disorder, which was found to be in the range from 5 to 10 %. It percentage of correct direct-retrieval trials for simple problems
was regarded critical on multiple levels that a diagnosis should was correlated with the mathematics achievement scores, and
be made at an early stage. The reason to that was for measures used in the analysis by Geary et al. (2009).
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to be taken early in order to help the child develop their The Working Memory Test Battery for Children was
mathematical abilities in the future. The early stages of composed by nine subtests in order to assess “the central
mathematical learning were essential for the later outcome in 11
executive , phonological loop and visuospatial sketchpad”
the education. The authors pointed out that the causes for (Geary et al., 2009) . The tests had six items from one to six to
mathematical learning disorders were still under investigation, one to nine, where four were to be remembered to get to the
even if some conclusions had been drawn about the main areas next level. To get to the next level after that, the numbers
contributing to the disorder. Comparisons between normally remembered increased by one. The test ended when the child
achieving children and children with a MLD have been made. failed three times in a row. The central executive was
The latter group’s counting strategies were less mature, their investigated through three different tests; Listening Recall,
understanding of counting was not fully developed and they had Counting Recall and Backward Digit Recall. The idea of the
continuous difficulties learning math and recalling basic first test was to let the child listen to a sentence, then determine
arithmetic facts stored in the long-term memory. Working if the sentence was true or false and then repeat the last word in
memory has come to develop a central role in the area of MLD. a series of sentences. The second test then demanded of the
Children with MLD probably have a dysfunction in the basic child to count a set of dots on a card, maximum seven, and then
recognition of numbers and their magnitude (Geary et al., remember the number of counted dots at the end of a series of
2009). cards. The third test, Backward Digit Recall is a standard format
The Number Sets Tests were designed by Geary et al. 12
backward digit span (Geary et al., 2009). The Phonological
(2009) to measure the speed and correctness of the basic loop was examined with Digit Recall, Word List Recall, and
number and quantity recognition in children. The further Nonword List Recall, for instance by repeating words spoken by
developed test was meant to serve as a quick screening to find the experimenter in the same order. Series of words were
sensitivity for numbers and predict MLD. Participants in the test presented to the child in the Word List Matching task. Then the
were 228 children from kindergarten, first, second and third words were presented again, maybe in another order, and the
grade. In the analysis were proficiency scores, IQ in the first child had to decide whether the second list had the same order
year, working memory and mathematical cognition test scores as the first list. The Visuospatial sketchpad was tried with other
taken into consideration. The IQ scores were measured using 13
span tasks , like Block Recall. A board was set up with nine
the test by Wechsler Abbreviated Scale of Intelligence (WASI; one-sided numbered blocks in a “random” arrangement; the
Wechsler, 1999). Examples of understanding numbers are given numbers could only be seen by the experimenter. Then the
in figure B. experimenter touched series of blocks and the child should
repeat the order. Mazes Memory task was conducted like this;
the child got a picture of a maze with more than one solution. A
picture of an identical maze with one solution drawn was
presented. The child’s task was to replicate the solution when
the picture was removed. After a successful trial, the maze was
increased with one wall. The tests were conducted every term
for each age group, except for the children in kindergarten who
were tested one time in spring. The location of the tests was at
the children’s schools, most of the time in a quiet place. Some of
the children’s tests were executed on the university campus or in
a mobile testing van. A score below the 15th percentile on the
Figure B: A part of the Number Sets Test (Geary et al., 2009) mathematics achievement test characterized the child as having
a MLD. Results between the 15th and 30th percentiles were
Number estimation was assessed through number lines; a being considered as “low achieving” (Geary et al., 2009). Pupils
with results above the 30th percentile were considered normally
blank line with two endpoints; 0 and 100. The assignment was
achieving. No comments were made on high achieving children
to mark on the line where the number presented should be in the test.
placed. The score was defined as the absolute difference
To find the most accurate measure to predict third grade
between the marking of the number and the correct position of
mathematics achievement, all measures were compared in
the number. The overall score was calculated as the mean of
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independent regressions. The central executive and sensitivity children, up to second grade. This would lead to early remedial
measures predicted 25 % in the variation; the number line services to a low cost according to Geary et al. More recent
scores predicted 27 %. The number line measure appeared to research has although been made in this area, indicating that
somewhat assess the children’s intuitive understanding of mathematical abilities can be connected to both sides of the
numerical quantity. The researchers claimed that their results brain, in the IPS. Kadosh et al. (2007) have performed clinical
provided initial support for their hypothesis. Competencies studies on the brain using fMRI, with results confirming the IPS
assessed by the sensitivity score were unrelated to reading on the right side of the brain as a centre for number cognition. It
achievement and achievement in general or to IQ or working is however not proven whether this mathematical ability is in
memory (Geary et al., 2009). Of the non-MLD children in third need of other parts of the brain to fully function, even though
grade 96 % were correctly identified in first grade. According to the results are interesting and in need of further testing. Due to
Geary et al. (2009) the Number Sets Test was a potential the small amount of gathered data, the statistics of the results are
screening tool for discovering children prone to MLD at an not reliable. Kadosh’s study is confirming the findings made by
early stage. The results from the test in first grade could be used Butterworth (2006), who also identified the IPS as the centre
to detect 67 % of children risking MLD at the end of third grade responsible for the handling of number information.
and correctly identify nearly 90 % of non- MLD children. Despite the research work, the fact remains that there still
Benefits of early identification of children at risk for MLD are pupils in school with difficulties when it comes to learning
would be early remedial services and low costs. The authors mathematics. These pupils are normally functioning, social,
emphasized that the Number Sets Test was not yet ready for use intelligent adolescents with seemingly no disorders. But when it
as a diagnostic tool since the test was not normed and it could comes to mathematics they no longer feel like intelligent well
not be used for making predictions later than the third grade. To functioning persons that they really are and for some of them
enable further tests, the authors were willing to provide the test their whole world falls apart. In lectures I have learned that
on request. persons with dyslexia have felt excluded from learning reading,
writing and spelling until they received a diagnosis of their
Discussion disability which opened up a whole new world of understanding
Dyscalculia is a topic widely discussed in pedagogical and to them and also of them. A diagnosis may have the effect to
neuropsychological forums. Dyslexia has previously been make a person feel understood, and give an explanation to why
established as a proper diagnose of the learning disorder it is hard to learn a specific matter. A diagnosis also prevents a
concerning reading, spelling and writing but after years of person from being discarded as “dumb”. The main reason to
controversies between the researchers in the fields of why research on dyscalculia is conducted is hopefully to give a
neuroscience and cognitive theory. Dyscalculia on the other remedy to the persons with mathematical learning disabilities. A
hand has not yet reached the same status as dyslexia. In diagnosis of dyscalculia could help the affected children to find
Sweden, Adler has been providing tests to diagnose dyscalculia a way to not feel excluded from the possibility to understand a
for at least a couple of years. Sjöberg (2006) means that core subject like mathematics. To discover dyscalculia at an
dyscalculia has not yet been defined and that there are other early stage may prevent these children from developing a
reasons for pupil’s mathematical problems. Parameters pointed negative self -image, leading to decreasing interest in
out are large groups, disturbing environments, bad teaching and mathematics, which in turn can affect the interest in other school
mathematical anxiety (Sjöberg, 2006). The recommendations subjects in a negative way. If the parents are involved and aware
are to examine the whole environment and not only the student of the children’s difficulties, then the extra support from home
with the mathematical learning disorder. Sjöberg’s test subjects can help the children in their learning process. A diagnosis could
later succeeded in finishing mathematics courses in upper give meaning to the children and their parents and give
secondary school, even with early indications of dyscalculia. resources to teachers to better help students with disabilities.
Sjöberg's opinion is supported by Shalev and Gross-Tsur (2000) Waiting for the problems to solve themselves will probably have
who propose lower social and economical status, mathematical the effect of making the children dislike math even more in the
anxiety, large classes and less well thought-through curricula future, since it is hard to understand why there is a problem
and bad teaching as affecting parameters to difficulty in learning math on your own. According to Adler (2001), the best
mathematical learning situations. way to teach math to children with dyscalculia is in individual
Rubinstein and Henik (2009) are not satisfied with defining sessions. Further, if trying to teach a child with dyscalculia math
dyscalculia as being a separate disorder, and rather mean that of the wrong kind, the situation for the child can even worsen.
dyscalculia is depending on a range of various disorders. Von Today the classroom situation does not make it easy for children
Aster (2000) even defines three different subtypes of with dyscalculia. The classes have many pupils and there is not
dyscalculia; Verbal, Arabic and Pervasive subtypes, which much time left for individual teaching. In many Swedish upper
indicate that the disability is more complex than just a secondary schools a pupil must have a proper diagnosis to
calculating issue. Language understanding and disorders like receive special education. Sometimes the school’s economical
ADHD are factors contributing to difficulties in the learning situation still cannot allow extra individual teaching. We
process. Shalev, Gross-Tsur et al. (2000) disagree to that teachers see more and more students who are having severe
dyscalculia is perfectly defined due to the margin of errors in problems learning mathematics. The scores on mathematical
other researchers interpretations of test results. tests are getting lower each year, although the same tests are
Kosc (1974) was one of the first researchers to make a large done every year in the first grade. That the student’s
scale test on mathematical disorders. He came up with the result mathematical abilities decrease with the years is an alarming
that 3-6 % of the tested children suffered from a mathematical trend that demands immediate attention from the authorities.
learning disorder. Later performed studies by other researchers There is a need to agree on criteria that will help
(Von Aster, 2000; Gross-Tsur V, Manor O, Shalev RS, 1996; recognizing and analysing dyscalculia. “Finally, only with better
Klauer KJ, 1992) show around the same percentage. understanding of the nature of developmental dyscalculia can
Going deeper into the cognitive perception of mathematics, we devise effective ways of helping the millions of our fellow
Geary et al. (2009) have developed tests to examine the citizens whose lives are blighted by it” (Butterworth, 2006).
working memory and its impact on the mathematical ability to Personally I look forward to the day when I as a teacher
discover and predict learning disabilities in young school
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in mathematics have better tools to help all of my students, Kosc L. Developmental Dyscalculia. Journal of Learning
including the ones with learning disabilities, succeed in Disabilities, Vol. 7. 1974. DOI: 10.1177/002221947400700309
mathematics.
Osaka N., Logie R. and D’Esposito M. The cognitive
Acknowledgements neuroscience of working memory. Oxford University Press.
New York, 2007
I would like to thank my course leaders Jan Gustafsson and
Gordana Dodig-Crnkovic for their support and enthusiasm, Rubinstein O. and Henik A. Developmental Dyscalculia:
answering questions and helping their students managing the heterogeneity might not mean different mechanisms. 2009.
deadlines. Thank you!
Shalev R. S., Auerbach J., Manor O., Gross-Tsur V.
References Developmental dyscalculia: prevalence and prognosis.
Steinkopff Verlag, 2000.
Adler B. What is dyscalculia? NU-förlag, 2001 (See
also http://www.dyscalculiainfo.org) Sjöberg G. If it isn’t dyscalculia – then what is it? A multi-
method study of the pupil with mathematics problems from a
Baddeley A. Working memory. Académie des sciences,
longitudinal perspective. 2006, ISBN 91-7264-047-2.
Elsevier, Paris. 1998. (http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-777)
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1999. number processing and calculation: varieties of developmental
Castelli F., Glaser D. and Butterworth B. Discrete and analogue dyscalculia. 9: II/41–II/57 © Steinkopff Verlag, 2000.
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study. 2006 (http://www.pnas.org/content/103/12/4693.full) dyscalculia. In Human behaviour, learning and the developing
Cohen Kadosh R., Cohen Kadosh K., Schuhmann T., Kaas A., brain: Atypical development, pages: 212–238, 2007
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Processing. 2007
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Endnotes
2 Stanislas Dehaene, Professor at Collège de France, has a Masters degree in applied mathematics and Computer science,
PhD in Experimental Psychology, chair of Experimental Cognitive Psychology.
3 Dyslexia: learning disability involving difficulties in processing language in reading, spelling, and writing
(http://www.merriam-webster.com/dictionary/dyslexia)
4 Roi Cohen Kadosh, from the Institute of Cognitive Neuroscience, University College London, researcher in
numerical cognition, parietal lobe functions and neurocognitive mechanisms amongst other areas.
5 Automatic magnitude processing: determining the magnitude of a number when compared to another number that also
differs in appearance and physical size.
11 The central executive; a neuropsychological explaining model of a central attentional control system in
the brain (Baddeley, 1998)
12 Recalling numbers in reversed order (Wikipedia)
13 Span tasks are about repeating information directly after being presented to it. The span is about how long
the list of remembered and repeated items is (Osaka, Logie & D’Esposito, 2007, Wikipedia).