dyscalculia is a specific difficulty in learning to calculate which is manifested in the recognition and naming of numerals, writing numbers, the association of the symbol number corresponding to the amount in numbers in ascending and descending, in the resolution problem situations. The numerals are quantitatively lower than alphabetic (10 digits to 21 letters), but complex is their combination that is based on place value. For many children, in fact, there's no difference between 15 and 51 or between 316 and 631, as they, while being able to name the single digits, they can not give meaning to their position within the whole number.
Often there are underlying difficulties in spatial orientation and sequential organization that are evident in both reading and writing numbers (the number 9 is confused with the 6, the number 21 with 12 and the third is written to the contrary as other numbers ...).
addition to this there are pairs of numbers that have a slight similarity between them, such as the number 1 and number 7 on 3 and 8, 3 and 5. Confusing these figures also means not confer the right quantity, so it is not uncommon for even simple exercises are carried out incorrectly. Let us ask then: "The subject does not know or do not count adequately distinguish numerals? "
Usually this is the capacity of many in the progressive sense, that is, proceeding from zero onwards (1-2-3-4-5 ...), but not the number of regressive in the sense , that is, starting from a specific figure and going back (6-5-4-3-2-1-0). Another obstacle that makes the subject difficult situations is the difficulty in memorizing the multiplication table with a consequent inability to successfully perform multiplications and divisions.
Even at the base of dyscalculia found weaknesses in the perceptual-motor skills, but, often, the logical-mathematical problems are also attributable to a lack of practical experience. From an early childhood, the subject must know the world, manipulate objects, group them according to criteria, they build out more complex structures. At the preschool and elementary school in the first round of these experiences continue to be very important, the use of concrete material (articles, images, logic blocks, set in color, multi-base) is essential to guide the subject towards the conquest of the fundamental concepts .
The use of symbols, and the storage of rules and enforcement of so-called "tables" are after and achievements must be gradual and not mechanisms that surface so easily forgotten. The
dyscalculia is, therefore, a specific difficulty nell’apprendimento del calcolo che si manifesta nel riconoscimento e nella denominazione dei simboli numerici, nella scrittura dei numeri, nell’associazione del simbolo numerico alla quantità corrispondente, nella numerazione in ordine crescente e decrescente, nella risoluzione di situazioni problematiche.
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