Dyscalculia (Mathematical Learning Disabilities) Symptoms at Different Ages
Symptoms of Dyscalculia (Mathematical Learning Disabilities) in Preschool Period
* While children of the same age count numbers in the correct order, children with dyscalculia (mathematical learning difficulties) have trouble counting and count numbers by skipping.
* They have trouble understanding what counting is. For example, if you want five LEGOs, it gives you a large block of blocks rather than just counting them.
* Struggles to understand patterns such as smallest to largest or longest to shortest.
* Difficult to understand numbers and symbols, such as establishing the connection between “7” and the word seven.
* When “3” is said, he cannot understand that it is valid for a group such as 3 cookies, 3 cars or 3 children, and he has trouble associating an object with a number.
Dyscalculia (mathematical learning difficulties) symptoms in primary school
* Has difficulty learning and remembering basic math operations such as 2 + 4 = 6.
* Still uses fingers to count numbers instead of more advanced strategies (like mental math).
* Difficulty identifying math signs like + and – and using them correctly.
* Cannot understand math expressions such as greater or lesser.
* He often has trouble with the place value, putting numbers in the wrong column.
Dyscalculia (mathematical learning disability) symptoms in secondary school
* Difficult in mathematical concepts such as displaceability (3 + 5 is the same as 5 + 3) and inversion (solving 3 + 26 – 26 without calculating).
* Has trouble understanding the language used in mathematics and formulating a plan for solving a mathematical problem.
* Has difficulty counting points and keeping score in sports games and sports activities.
* Has difficulty finding the total cost of things and often consumes lunch money.
* Can avoid situations that require understanding numbers, such as playing games involving math.
Dyscalculia (mathematical learning difficulties) symptoms in high school
* Difficulty understanding the information on charts and graphs.
* Has difficulty in adapting mathematical concepts to money. For example, he may not be able to predict how much money he will give or receive change as a result of his spending.
Has trouble measuring ingredients in a simple recipe or things like liquid in a bottle.
* He is not confident in activities related to speed, distance and directions and can easily lose his way.
* Has difficulty finding different approaches to a math problem, such as adding the length and width of a rectangle and doubling the answer to the perimeter (instead of adding all sides).
