Children with Dyscalculia (Mathematical Disability)
I. P. Gowramma
2012
Introduction
Quantity sense, quantitative ability, quantitative concept, call it in any name, is a basic concept acquired by children naturally in their immediate environment. In any culture, there is a fund of exposure for this basic concept to develop pretty well. But still some children struggle to master this fundamental concept naturally. The cause for concern is not academics alone, where mathematics represents an important area of instruction. Proficiency in mathematics / arithmetic is expected beyond the classroom. Apart from academic area, children who cannot master this skill will suffer in the play ground failing to estimate the distance and time, find it hard to keep up social relationship due to lack of ability to estimate, struggle in day today task right from cooking to shopping. Let us try to understand this specific disability, which effects 6-7% of the population world wide.
Various terms are used to describe the child who does not perform adequately in arithmetic and mathematics. Some of the terms are arithmetic disability, mathematics disability, poor arithmetic performance, dysmathematica, specific learning disability in arithmetic / mathematics, acalculia, developmental dyscalculia and dyscalculia. The term dyscalculia is used in the present chapter to represent this disability.
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Children with Dyscalculia (Mathematical Disability)
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