Dyscalculia: What We Must Know about Students' Learning Disability in Mathematics?

Abstract

Dyscalculia is one of the less well-known learning problems in mathematics due to lack of exposure and study. Children with dyscalculia usually face arithmetic and symbolic number comparison issues, with about 3-6 percent of individuals affected. The lack of wide-ranging study and inconsistency in the condition's characterizations through studies have impeded progress in identifying the root causes of dyscalculia and how best to handle it. This problem can be more serious because it can prolong up to adulthood. Therefore, this paper will discuss the general aspects related to dyscalculia problems and their effects on children in their lives. This paper also explains the signs and symptoms that are needed to understand children who may have dyscalculia. Finally, this paper discusses what treatments or methods can be used significantly to help children improve their mastery and mathematical skills, including treatment for co-occurring issues. The implications are society should be aware of possible problems with their children related to dyscalculia and should always increase their initiative to use various methods to address the symptoms of dyscalculia, especially for children who also have other learning problems such as dyslexia and ADHD. Besides, increased knowledge of this distinction going forward, combined with longitudinal observational studies, provides tremendous potential to deepen our understanding of the condition and establish successful educational approaches