Characteristics, symptoms, abnormalities, early warning, dyscalculia, arithmasthenia, acalculia, learning impairment in mathematics, learning difficulties in mathematics lessons, dyscalculia.
Definition Early detection
All children who show problems (in the mathematical area) have a right to support – no matter whether this is due to dyscalculia (partial performance disorder with at least average intelligence) or to general school problems, for example in combination with LRS (= reading and spelling weakness), ADS, ADHS or a lack of concentration or similar. The possibilities to recognize arithmetic difficulties – but also a reading and spelling weakness or learning problems in general – at an early stage are given, however, it requires an openness to this and presupposes basic knowledge, which makes an interpretation of the mistakes and the conspicuousness possible in the first place.
Risk children
As already mentioned on the dyscalculia page, the studies are contradictory with regard to a gender-specific distribution to the disadvantage of girls. So it cannot be said in general terms: “Girls cannot do math”, and the classic “risk child” does not exist. However, it has been shown that children who have little self-confidence in their own performance, do not like doing mathematics and may even be afraid of doing it, are more likely to have problems with arithmetic and may even develop a dyscalculia.
The same applies to children who have a negative attitude towards school. Children with other learning problems, such as lack of concentration, ADS with or without hyperactivity (ADHD), but also with LRS (= reading and spelling difficulties) can also tend to develop dyscalculia. In general, it can be said that a transition – whether from kindergarten to school or from elementary school to secondary school – is generally made, perceived and processed differently by children.
While many problems only exist at the beginning and are solved by themselves without further interference, there are children whose school enrollment problems become entrenched and can trigger real crises – even school phobia. Symptoms of this can be: aggressiveness, restlessness (“fidgeting”), inattention, “unfounded” crying, learning blockades, excessive demands, … It is therefore of enormous importance that the transition is designed in such a way that success in (secondary) school is likely.
This is not only the sole task of the kindergarten and the school, but also the task of the parents, who have a decisive influence on and accompany the development and education of the child. Many problems that arise in school can – with the right sensitivity and the appropriate diagnostic measures and skills – be identified during the pre-school development of the child. (see: symptomatic early detection)The development of mathematical thinking begins long before the child starts school.
This does not mean that a child learns or should learn arithmetic long before school enrolment. It also does not mean that all numbers should be learned and written. This is what a child learns at school!
This is about basic prerequisites that are built up. Basic prerequisites that determine and influence success in arithmetic and thus in mathematics lessons. It is noticeable that similar basic prerequisites also influence success in The diagram points out the different sensory areas that can play a role in the perception of information in mathematics.
In comparison to the different sensory areas that generally play a role in the perception of information, the integration of the sense of smell and the sense of taste has been omitted at this point because both play a subordinate role in the context of mathematics. The table is intended to provide information about why the areas of perception of the diagram represent essential elements in the context of mathematical learning. Tactile perception (concerning the sense of touch) Vestibular perception (concerning the balance) Visual perception Kinesthetic perception (concerning position and movement) Auditory perception
- Basics:Tactile perception is already developed in the womb.
Especially in the first months of life the child perceives its environment through this sense. Touches and “stroking” call forth a positive basic mood in the child. This good feeling in turn has a positive effect on the child’s ability to learn.The sense of touch is increasingly neglected with increasing age due to the strong visual and acoustic characteristics of society, although it does not become insignificant and should actually be used more intensively.
- (Mathematical) Application: Tactile perception takes place in the case of … TouchingTouching of objectsTouching/feeling of properties… and is important in mathematics for … categorizing objects according to certain properties (round, angular, oval)the perception of shapea positive basic mood with regard to learning and the ability to learn
- Touches
- Palpation of objects
- Sample/feel properties
- …
- Categorizing objects according to certain characteristics (round, square, oval)
- The perception of form
- A positive basic mood with regard to learning and the ability to learn
- Touches
- Palpation of objects
- Sample/feel properties
- …
- Categorizing objects according to certain characteristics (round, square, oval)
- The perception of form
- A positive basic mood with regard to learning and the ability to learn
- Basics: The perception of balance is also already formed in the womb.
It is closely connected to tactile and kinesthetic perception and is supported by visual perception. Problems in vestibular perception can affect visual perception and vice versa.
- (Mathematical) Application: A well-trained eye musculature is important for the hand-eye coordination, which is essential for … SwingsClimbingBalancingBalls catchingColoring of surfaces without painting over… without overpainting. With regard to mathematics, these basics are needed when comparing ordersAssignCountSpace position (top down in front in front…) Write the numbers in the correct order (no number rotations)
- Swings
- Climbing
- Balancing
- Catch balls
- Painting surfaces without overpainting
- …
- Order
- Compare
- Assign
- Counting
- Room position (top-down front…)
- Write the numbers in the correct order (no number rotations)
- Swings
- Climbing
- Balancing
- Catch balls
- Painting surfaces without overpainting
- …
- Order
- Compare
- Assign
- Counting
- Room position (top-down front…)
- Write the numbers in the correct order (no number rotations)
- Basics:Visual perception together with auditory perception is probably the most frequently used.
It is usually fully developed at the beginning of the eighth year of life.
- (Mathematical) Application:Combination of seeing and moving (eye – hand – coordination)Recognition of relevant characteristics (image descriptions)Error imagesSearch for differences
- Combination of seeing and moving (eye – hand – coordination)
- Recognition of relevant properties (image descriptions)
- Error pictures
- Search differences
- Combination of seeing and moving (eye – hand – coordination)
- Recognition of relevant properties (image descriptions)
- Error pictures
- Search differences
- Basics:The kinesthetic perception is also trained in the womb. This term refers to the basic perception of the own body. Thus one knows – without thinking about it – how the mouth must be moved when articulating a certain word.
Without thinking about it, one knows how to perceive one’s body while sitting, walking, … Kinaesthetic perception is of particular importance for the development of gross and fine motor skills and can usually not be considered in isolation (without the other areas of perception).
- (Mathematical) Application:Estimation of distancesStorage and automationForm perceptionForm subdivisionSpatial perceptionRecalling symbols (numbers, operators) from memoryWorking speedSize relationsRelationships (… smaller than … , … larger than … , … equal to … , equal to … as large as …)
- Estimating distances
- Storage and automation
- Form perception
- Form undershading
- Room presentation
- Retrieving symbols (numbers, operators) from memory
- Working speed
- Size relations
- Relations (… smaller than … , … larger than … , … equal … equal to …)
- Estimating distances
- Storage and automation
- Form perception
- Form undershading
- Room presentation
- Retrieving symbols (numbers, operators) from memory
- Working speed
- Size relations
- Relations (… smaller than … , … larger than … , … equal … equal to …)
- Basics:The ability to perceive acoustic stimuli enables the estimation of distances and directions. It also develops already in the womb. The sense of hearing is – together with the sense of sight – the most “used” sense. Switching off the sense of sight and hearing can therefore cause other dimensions of perception.
- (Mathematical) Application:Perceiving and understanding tasks and work orders, understanding and processing basic skills
- Perception and understanding of tasks and work orders
- Understanding and processing
- Acquisition of basic skills
- Perception and understanding of tasks and work orders
- Understanding and processing
- Acquisition of basic skills
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