It’s a good idea to acknowledge how difficult math can be for the child and talk to them about dyscalculia. Offering praise whenever a child attempts to work on math assignments can reduce anxiety and boost self-esteem. Focusing on a child’s strengths can be a good way to help them see that they have plenty of talents to be proud of.
If you pass a clock, you can try asking them what time it is. Try asking the child to count out exact change for you when buying something. If you’re on a walk with the child, ask them to count things that you might see. For example, you can ask them to count the number of dogs in a dog park or how many cars are parked near you.
Many board games will require you to count and move a certain number of spaces. You can play numerical matching games like dominoes or go fish. Games like Monopoly can provide some extra counting practice. There are many apps available the can help your child practice their math skills as they play.
Let the child make their own corrections. Ask them why they think a problem needs correcting and how they plan on fixing it. Ask your child about their reasoning behind their solutions. Even if an answer is wrong, keep positive and help your child make any necessary corrections.
Inform your school if your child has already been diagnosed with dyscalculia. Your child may be assigned a school tutor who will provide extra help with math. Your child may be given their own study plan, which will be built around their unique needs.
Your tutor should specialize in working with children with learning disabilities. Your tutor should be aware of your child’s dyscalculia. Ask someone at your child’s school if they know of any tutors.
Try to practice for at least 10 minutes a day. Regular practice is best. Work at your child’s pace whenever you help them practice their mathematics. Your child may view numbers and math differently than most people. Work with your child’s own concepts of math to help them build their skills.
A simple pocket calculator could help with basic, daily math. Most cell phones will have a basic calculator app.
Keep each number or operator in a square on the graph paper. Keep equations in the same row. Keep numbers in the correct column, aligning them with the value place.
Each operator should get its own unique color. Number groups can be given a color. For example, 1 and 2 in the equation 1+2=3 could be colored red, while the sum of 3 could be blue. You can make a small color key to help remind you of which colors you’ve assigned.
You might try creating a large sheet that contains many references. You could make smaller reference note cards that contain single references to specific formulas. You can carry these reference cards with you to provide quick help to math problems.
Many online tools and courses are free. The wide range of courses will allow anyone at any skill level to practice. Some courses and tools are developed specifically for people with dyscalculia. You can find a list of courses and tools at http://www. dyscalculia. org/math-tools
Memorizing formulas or tables can be a serious challenge for most dyscalculics. Focusing on the concepts behind mathematical operations can be more helpful. For example, memorizing a multiplication table might be extremely difficult. It might be easier to understand the underlying concept behind multiplication. Take the example equation 5 x 2 = 10. If the 10 was doubled, that would mean 5 x 4 = 20.
Type 1 dyscalculics may be able to grasp some basic functions of math, but will have difficulties with higher mathematics. Type 2 dyscalculics are capable of doing mathematical operations, but may take much longer than their peers. Type 3 dyscalculics will have significant difficulty understanding time or sequence. This type of dyscalculia is rare. Type 4 dyscalculics have troubles with memory, which can affect their mathematical capabilities. Type 5 dyscalculics cannot grasp numbers conceptually and will have difficulties connecting them to real world objects or situations.
Difficulties understanding mathematical operations and concepts such as decimal places, doing sums, making change or counting money. Troubles with reasoning, making it difficult to follow processes or understand how abstract ideas relate to concrete examples. Issues memorizing the meaning of mathematical symbols, formulas or instructions in math textbooks. A large gap between your performance in math-related and non-mathematical subjects. People with dyscalculia may do well in school overall–especially in non-mathematical subjects such as history or literature–but their grades will be disproportionately poor in math or math-based classes like algebra or physics.
Your school may offer psychological examination services. Many initial tests will aim to rule out other conditions that could be causing any difficulty grasping mathematical concepts.
