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Diagnostics of Dyscalculia

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International Handbook of Mathematical Learning Difficulties

Abstract

This chapter aims at describing dyscalculia, based on definitions from the WHO and DSM, and how behavioral experts can examine whether a low-performing student in math has dyscalculia or not. Based on a protocol for dyscalculia, three criteria, which must be met in order to diagnose dyscalculia, will be described. Five steps of conducting process research will be described in terms of the learnability of students. Because prevention is more promising than remediation, early education will be highlighted as an important moment to start helping young children in mastering math prerequisites, so they can start grade 1 without any big delay.

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Author information

Authors and Affiliations

  1. Department of Special Needs Education, University Utrecht, Utrecht, The Netherlands

    Johannes E. H. van Luit

Authors
  1. Johannes E. H. van Luit
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Corresponding author

Correspondence to Johannes E. H. van Luit .

Editor information

Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

Appendix

Appendix

The Five Steps of Math Help

Example

Tim saves for a new drum set. He has already saved € 623.

The drum set will cost € 1017. How much money does he need to” have to save more?

  1. 1.

    Offering more structure

    Reorganization of the written task

    • Tim has to pay € 1017 for a new drum set.

    • Tim already has € 623.

    • How much does he need?

  2. 2.

    Decrease of complexity.

    Using less complex numbers

    • Tim has to pay € 500 for a new drum set.

    • Tim already has € 350.

    • How much does he needs?

  3. 3.

    Giving verbal help.

    Asking questions about the content of the task

    • How much money does Tim have?

    • What is the price for the drum set?

    • Does he have enough money to buy the drum set?

    • How much more money does he need?

  4. 4.

    Giving material help.Presenting the task with help of a picture (see Fig. 38.2).

    • As you can see, Tim has € 350.

    • The price of the drum set is € 500.

    • What is the difference between 500 and 350?

    • Which sum is connected with this problem?

    • How much more money does Tim need?

    • What is the answer for this sum?

    Fig. 38.2
    An illustration. A right arrow, two vertical bars with different heights labeled 350 and 500, and a vertical bar with two markings, 500 and 350 An arrow pointing from 500 to 350.

    Presenting the task with the help of a picture

    Full size image
  5. 5.

    Modelling of step 4.

    Demonstration, doing together, and imitation

    • Tim has already € 350, but the drum set is € 500.

    • The drum set is more expensive and therefore Tim needs more money.

    • The question is how much money does he need.

    • This is about the difference between 500 and 350.

    • I make, for example, a picture of the number line. I write down 350 and 500.

    • The problem is solvable by counting from 350 to 500. First I am doing plus 100 that makes 450 and after that another 50 makes 500.

    • The answer is 500 minus 350 makes € 150.

    • Tim needs € 150 more.

Take care

If a more easy math task has been done with a good result (in one of the phases of help), more comparable and a little bit more complex tasks can be given after that. For example:

  • The drum set costs € 800. Tim has already € 363 saved. How much does Tim needs more?

or

  • The drum set costs € 1000. Tim has already € 360 saved. How much does Tim needs more?

When this was going well, then you can return to the original task.

Take care

If a more easy math task has been done without a good result (in one of the phases of help), more comparable and a little bit less complex tasks can be given.

For example only using hundreds:

  • The drum set costs € 300 and Tim has already € 200 saved. How much does Tim needs more?

With this more easy task, the same levels of help will be followed.

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van Luit, J.E.H. (2019). Diagnostics of Dyscalculia. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_38

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_38

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-97147-6

  • Online ISBN: 978-3-319-97148-3

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