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Dyscalculia
• Can we get a definition, please?
• Causes• Comorbidity • Research study results
Dyscalculia: Definition
Math is a very complex domain with very
complex processes, complicating issue.
Severe difficulty in learning arithmetic in
the absence of any other obvious factor,
such as lower IQ or ADHD, despite
adequate schooling and environment and
with a normal range IQ.
No standard definition within one country, much less worldwide
No standard symptoms
No diagnostic standard universally accepted
Estimated 3-7% of the general population
Common Characteristics
Difficulty counting small numbers of objects
Difficulty comparing numerosity Difficulty with symbolic representation
(Hindu-Arabic)
Difficulty using number words Difficulty subitizing, even for 3 The continued use of immature
strategies (finger counting)
Need to count up to place 8 between 3 and 9
Difficulty counting sequences when not starting at 1
Longer than normal response times Either guess quickly (fast but inaccurate)
or use immature strategies (slow but accurate)
NOT slower naming letters or geometric forms
May have normal memory May do well in other subjects
Other low numeric people may have poor arithmetic too, but count small numerosities and perform magnitude comparison tests normally. Dyscalculics do NOT.
NOT linked to…› Socioeconomic status› Gender› Amount of remedial tutoring
Dyscalculia: Proposed causes
Inability to represent and/or process exact numerosities, primarily small numerosities
Inability to connect symbolic representations (Hindu-Arabic) to (presumably
intact) numerosity concepts Heredity
› X chromosome (possibly) Highest incidence between mothers and daughters,
but also father-daughter and sister-sister
Comorbidity (occurs with)
ADHD Reading disabilities
› Estimated 40% of dyslexics have math difficulty too
Poor hand-eye coordination Poor memory for nonverbal information
The genetic link – if a relative has dyscalculia, then
58% of identical co-twins, 39% of fraternal co-twins have it, too
Siblings are 5 to 10 times more at risk, between 40-64% also affected
In one study of dyscalculic children,› 77 out of 149 family members were too› Of 39 families, 31 had at least one other
member also affected› 53% of parents, 53% brothers, 52% sisters
affected too
Research study results Dyscalculics are slower and less accurate for
symbolic representation on Stroop paradigm study, but not on nonsymbolic
Symbolic
2 5 2 5 2 5 Nonsymbolic
Why Dyscalculia Matters
The cost to society
Low numeracy in general is associated with…
Lower lifetime earnings Risk factor for depression
› More than 3 ½ times more likely Less employable
› UK study shows men twice as likely to be in nonworking household
› UK study shows women 3-4 times more likely to be in nonworking household
2 ½ times less likely to own a home
The benefit
Raising the mathematical ability of the lowest 19.4% one standard deviation would raise the GDP by 0.74%.
…or roughly $116 billion
The Brain
• The Basics• How do we study
neuroscience?
Brain structure
Cerebral cortex is about 1500-2000 or
roughly the size of a newspaper page
Consists of folds (gyri) and grooves
(sulci)
Frontal lobe, parietal lobe, temporal
lobe, occipital lobe, and cerebellum
http://www.healthybrainforlife.com/images/brain/brain-lobes-color.gif/image_preview
• Hippocampal region:
• Grows 15% in first 2 years of life
• Responsible for recall
• Frontal and parietal lobes:
• Most active areas during working memory usage
• Parietal lobe largely developed by age 3
• Frontal develops into adulthood
The Basics Neurons (brain cells) – the grey matter Axons – fibers extending from the cell
body to other neurons › Synapses – connect axons› Myelin – surrounds and coats synapses
Protects synapse Increases processing speed The white matter
Brain Development
Closed time tables
1. Proliferation – way more than needed
2. Migration
3. Differentiation
4. Growth
Brain Development cont’d
Open time tables1. Synaptogenesis2. Regressive processes
Cell death Axonal pruning
3. Myelination Back to front In corpus callosum, (connects left & right hemispheres)
front to back
How we study neuroscience• Brain injuries and brain
disorders• Structural and functional
imaging• Animal studies
Brain injuries and disorders
Brain damage resulting in math dysfunction – 2/3 in left hemisphere (AG)
Right IPS damage impairs visuo-spatial skill and perhaps other numerical skills
Gerstmann’s syndrome› Finger agnosia (inability to recognize fingers)› Dysgraphia (inability to write)› Acalculia (acquired later)/dyscalculia
(congenital)› Left-right disorientation
Turner’s syndrome (affects females, one X chromosome)› Normal to high IQ in language and
reasoning› Severely disabled in arithmetic
Brain injuries and disorders
Structural and functional imaging Structural
› MRI› CAT scans
Functional› fMRI does NOT use
radiation› Assesses BOLD
signal (Blood Oxygen Level Dependence)
Figure 4. Left and Right Parietal Regions Showing a Significant Effect of Adaptation in the First 30 s of Periods A1 and A2. Plots show the amount of rebound activation in those regions at the beginning of period A2, as a function of the notation used for adaptation stimuli during periods A1 and A2 (A = Arabic digits, D = setsof dots). Error bars represent 1 SEM. (Piazza, Pinel, Le Bihan, & Dehaene, 2007, p. 296)
What we’ve learned from neuroscience so far• Location of some of the
neural dysfunction
Locations of dysfunction: The what and where
IPS (intraparietal sulcus)› HiPS (horizontal intraparietal sulcus)
magnitude processing› Using TMS disruption in healthy students,
with fMRI, showed impaired numerosity activation with disruption of right IPS.
Left TPJ (temporoparietal junction) activates for symbolic magnitude tasks and deactivates for nonsymbolic.
Locations of dysfunction: The what and where
Numerosity coding takes place in a different part of the brain from analogue processing.
Addition and multiplication eventually become quickly retrieved math facts.
Subtraction is done in a different part of the brain and requires more processing.
Division has not been studied. Algebra circuits are largely independent of
arithmetical ones, but have not been much studied.
Neurological characteristics Of Students with Dyscalculia Less grey matter (neurons) in left, right, and bilateral IPS
Different patterns of connectivity in the left, right and bilateral IPS
Activation differences in nonsymbolic numerosity comparisons in the right IPS
Abnormalities in the activation of the left IPS during symbolic numerosity comparisons
Why aren’t all the results the same?
Theories
Perhaps there is a shift from right dominance to left dominance as children develop
Perhaps the parietal lobes specialize› Left handling symbolic processing and
calculation› Right handling estimation and subitizing
Diagnosis
The REAL unknown
Diagnosis
Brian Butterworth’s Dyscalculia Screener
A variety of other intelligence test have been used, but they are not consistent, nor reliable.› Below 30-35% on Woodcock-Johnson› Below 25% on ITBS› Two grades below chronological age
Teacher recommendation
Interventions
?
Why don’t we know more?
• Cognitive Neuroscience is new.
• We don’t fund the research.
• We don’t do the research.
Why don’t we know more?
We just got started.› The first fMRI study in children was
published in 1995, and it wasn’t in dyscalculia.
It’s really expensive.› One run for an fMRI study costs roughly
$600. Maintenance alone on a machine runs over $10,000 a month.
It’s barely a field yet, and it takes years of training.
Why don’t we know more?
You get what you pay for in research funding. › Severity of disorder as measured by
mortality, years of life lost, and disability-adjusted life years all affect funding.
NIH funding 2001-2009
The United States
NIH funding of Dyscalculia (DD) Research 2001-2009
2001-2003 $0 spent on DD
2004-5 $400,000 spent on DD
2005-6 $369,000 spent on DD
2006-7 $0 spent on DD
2008-2009 $1,574,000 spent on DD
Funding comparison: Dyscalculia versus ADHD Unit incidence
Severity index of
1.56
Publication ratio .07
Total funding
$2,343,000
Incidence 5/3
greater than DD
Severity index of
1.95
Publication ratio
2.19
NIH funding
$1,845,820,000
Funding comparison: Dyscalculia versus Dyslexia
Severity index of
1.56
Total funding
$2,343,000
Incidence 2 times
more than DD
Severity index of
1.90
NIH funding
$107,198,000
Funding comparison: Dyscalculia versus Autism Spectrum Disorder
Severity index of
1.56
Publication ratio .07
Total funding
$2,343,000
Incidence > 4.6
times LESS than DD
Severity index of
2.90
Publication ratio
21.39
NIH funding
$1,834,314,000
Dyslexia
Imprecise hearing of sounds Inability to manipulate phonemes Plasticity of neural networks fMRI results of interventions Age sensitive, the earlier the better
Neuromyths
No time to lose, everything important happens by age X:
Some truth: region for language changes depending on the age at which it is acquired
Only use 10% of the brain…
NOT TRUE
uh, no.
There are critical periods when particular subjects must be taught and learned…
Some falsity: always possible to learn
Neuromyths: cont’d
Left brain versus right brain: analytical versus artistic:
Sleep on it:
Memory stabilizationRestores cortical functions
Visual • Auditory • Kinesthetic:
Gender differences: Spatial tasks – evolutionary purpose
SOME TRUTH
NOT TRUE
NOT TRUE
TRUE
So…what can we do for the average student? Hands on Handwriting versus
typing Speak it out loud Be specific & direct Ask questions…&
wait for the answer Fluid intelligence
Provide structure Model planning Balance groups age-
wise Encourage,
encourage, encourage
So…what can we do for the average student? Second most
important recommendation:
EXERCISE
Most important recommendation
SLEEP
References Bishop, D. V. (2010). Which neurodevelopmental disorders get researched and why? PLoS One, 5(11), 1-9.
doi:10.1371/journal.pone.0015112 Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and
Psychiatry, 46(1), 3-18. doi:10.1111/j.1469-7610.2005.00374.x Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in
Cognitive Sciences, 14(12), 534-541. doi:10.1016/j.tics.2010.09.007 Butterworth, B., Varma, S., & Laurillard, D. (2011, May 27). Dyscalculia: From brain to education. Science,
332, pp. 1049-1053. doi:10.1126/science.1201536 Byrnes, J. P. (2012). How neuroscience contributes to our understanding of learning and development in
typically developing and special-needs students. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 561-595). Washington, DC, US: American Psychological Association. doi:10.1037/13273-019
Goswami, U. (2006, May). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7(5), 406-411. doi:10.1038/nrn1907
Iuculano, T., Tang, J., Hall, C. W., & Butterworth, B. (2008). Core information processing deficits in developmental dyscalculia and low numeracy. Developmental Science, 11(5), 669-680. doi:10.1111/j.1467-7687.2008.00716.x
Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students. Cognition, 93(2), 99-125. doi:10.1016/j.cognition.2003.11.004
Organisation for Economic Co-operation and Development, Center for Educational Research and Innovation. (2007). Understanding the brain: The birth of a learning science (2nd ed.). Paris, France: OECD-CERI.
Rousselle, L., & Noël, M. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395. doi:10.1016/j.cognition.2006.01.005
Shalev, R. S., Manor, O., & Gross-Tsur, V. (2005). Developmental dyscalculia: A prospective six-year follow-up. Developmental Medicine & Child Neurology, 47(2), 121-125. doi:10.1111/j.1469-8749.2005.tb01100.x
Shalev, R. S., Manor, O., Kerem, B., Ayali, M., Badichi, N., Friedlander, Y., & Gross-Tsur, V. (2001). Developmental dyscalculia is a familial learning disability. Journal of Learning Disabilities, 34(1), 59-65. doi:10.1177/002221940103400105