Short Description or Definition
The exact definition of dyscalculia is unclear and debated among professionals as there is limited research in relation to math ability and disability. In the broad sense, dyscalculia pertains to a difficulty in learning, understanding, and completing math problems. The DSM-5 lists dyscalculia as a specific learning disability and a neurodevelopmental disorder of biological origin. It is manifested as a learning difficulty where problems in acquiring academic skills are markedly below age level and last for at least 6 months and not attributed to intellectual disabilities, developmental disorders, or neurological or motor disorders (American Psychiatric Association 2013). Others have suggested that dyscalculia is a specific subtype of a math disorder, involving lack of skills in executing math calculations, brought about by deficits in writing, reading, understanding, and language abilities.
References and Readings
- Stanescu-Cosson, R., Pinel, P., van De Moortele, P. F., Le Bihan, D., Cohen, L., & Dehaene, S. (2000). Understanding dissociations in dyscalculia: A brain imaging study of the impact of number size on the cerebral networks for exact and approximate calculation. Brain, 123, 2240–2255.CrossRefPubMedGoogle Scholar
- Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. Human Behavior, Learning, and the Developing brain: Atypical Development, 2, 212–237.Google Scholar