Definition
Dyscalculia (usually referred to as Developmental Dyscalculia – DD) is a specific learning deficit associated with difficulties understanding numerical and arithmetic concepts. DSM IV suggests prevalence rates of 2% for DD; however, more recent estimates suggest 6.5% or above (Butterworth 2010). Children with DD have difficulty acquiring number concepts, exhibit confusion over math symbols, lack an intuitive grasp of numbers, and have problems learning and remembering number facts. DD should be distinguished from acalculia which is acquired later in life, often as a result of neurological insult; however, DD is also thought to reflect neurological dysfunction. It may or may not be comorbid with other specific or general intellectual difficulties (e.g., dyslexia, IQ). Rubinsten and Henik (2008) suggest at least two DD subtypes can be defined – pure DD and a comorbid DD/dyslexia...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ansari, D. (2010). Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development. Learning and Individual Differences, 20, 123–129.
Butterworth, B. (2005). Developmental dyscalculia. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 455–467). New York: Psychology Press.
Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14, 534–541.
De Smedt, B. D., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology, 103, 469–479.
Fayol, M., & Seron, X. (2005). About numerical representations: Insights from neuropsychological, experimental, and developmental studies. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition. New York: Psychology Press.
Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge: Harvard University Press.
Gracia-Bafalluy, M., & Noël, M.-P. (2008). Does finger training increase young children’s numerical performance? Cortex, 44, 368–375.
Hannula, M. M., & Lehtinen, E. (2005). Spontaneous focusing on numerosity and mathematical skills in young children. Learning and Instruction, 15, 237–256.
Izard, V., Sann, C., Spelke, E. S., & Streri, A. (2009). Newborn infants perceive abstract numbers. PNAS, 106, 106–109.
Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities. A study of 8–9 year old students. Cognition, 93, 99–125.
Mussolin, C., Mejias, S., & Noel, M. (2010). Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition, 115, 10–25.
Nieder, A., & Dehaene, S. (2009). Representation of number in the brain. Annual Review of Neuroscience, 32, 185–208.
Price, G. R., Holloway, I., Rasanen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17, 1042–1043.
Rousselle, L., & Noel, M. P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102, 361–395.
Rubinsten, O., & Henik, A. (2008). Developmental dyscalculia: Heterogeneity may not mean different mechanisms. Trends in Cognitive Sciences, 13(2), 92–99.
Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior, learning and the developing brain: Atypical development. New York: Guilford Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this entry
Cite this entry
Reeve, R.A., Humberstone, J. (2012). Dyscalculia in Young Children: Cognitive and Neurological Bases. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_725
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1428-6_725
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-1427-9
Online ISBN: 978-1-4419-1428-6
eBook Packages: Humanities, Social Sciences and Law