Dyscalculia - a new word.

[shadowkat]

I feel like I'm posting too many entries this week. Don't worry, will most likely take the weekend off - I have a date with the tv set (it's too full of tv shows and will start deleting if I don't do something to remedy things soon), also considering going to see Tree of Life - the new Terence Malik film, except work broke my brain and it so doesn't want deep and meaningful, it wants fun light and playful - such as Bridesmaids or maybe Thor. Not some arty piece I would have watched in undergrad then discussed late into the night at Denny's. We did Denny's a lot during my Junior Year - because it was amongst the few places open at 1 am in the morning.

Wandered through Facebook - according to Facebook I didn't spend last weekend with the Aunts - they fail to mention me. But I swear - I was there. Auntie D amuses - in response to Auntie M's somewhat conservative, pro-patriotic and nationalistic statement that it is offensive and anti-American to refuse to state the Pledge of the Allegiance, in fact a slap in the face of the service men who died fighting for our rights - Auntie D states, uh, actually it is our constitutional right to refuse to say the Pledge of the Allegiance - being forced to state it is against the Freedom of Religion and Free Speech. She even cites the court case. So much for Auntie M's view that business school, science or mathematics are the only truly worthy disciplines. Becoming a specialist can make one a bit narrowly focused. Adore Auntie D. Auntie D is my father's youngest sibling, 20 years younger than he is, and next to my father, possibly the most liberal. She also suffers from Dyscalculia.

Apparently there is an actual word for dyslexia applied to numbers/mathematics and spacial disorientation as opposed to letters and words. It exists! I feel so validated. Thank you Auntie D for figuring this out.

Dyscalculia or math disability is a specific learning disability involving innate difficulty in learning or comprehending simple mathematics. It is akin to dyslexia and includes difficulty in understanding numbers, learning how to manipulate numbers, learning math facts, and a number of other related symptoms (although there is no exact form of the disability). Math disabilities can also occur as the result of some types of brain injury, in which case the proper term is acalculia, to distinguish it from dyscalculia which is of innate, genetic or developmental origin.

Dyscalculia occurs in people across the whole IQ range. The British Dyslexia Association suggest it affects between 3 to 6% of the population.[1] Parliamentary Office of Science and Technology: Postnote: (July 2004): Number 226 http://www.parliament.uk/documents/post/postpn226.pdf puts the prevalence at between 1% and 7%.

There's a more detailed account at this site here: http://www.as.wvu.edu/~scidis/dyscalcula.html Which states that not everyone has the same degree and there are differing degrees to the disorder. I'd agree. I can for example add and subtract on paper. And I can see patterns. I'm analytical and can analyze numbers. I can do my job and the basic arithmetic required to do it. I just think and deal with numbers differently than most people do. I have little tricks.

It is rather interesting all of this. How to explain how I see numbers? Basically I flip numbers and formulas around. When I was younger I wrote backwards without realizing it. My mother looked at my old handwriting samples and noticed it. I got past it quickly with words, but never quite did with numbers - I still flip them around. Best way of explaining it - is imagine that when you look at a number or formula you see the mirror reflection of it, not the actual, and you have to flip it back in your brain. I can't add in my head. Don't remember multiplication tables. But I have compensated for it. I can do complex mathematics at work. All things are possible. And all obstacles surmountable, you just have to work at surmounting them is all. Where there is a will, there is a way.

What causes it? Mine is genetic. I was born with it. My aunt on my father's side has it, as does my Mom. Whether we like it or not - our genetics do form to a degree who we become. But we also have a choice in how we handle what we are given. Always have a choice.



Note - just because you have Dyscalculia doesn't mean all the symptoms apply, some do, some don't.

Dyscalculia has several underlying causes. One of the most prominent is a weakness in visual processing. To be successful in mathematics, one needs to be able to visualize numbers and mathematics situations. Students with dyscalculia have a very difficult time visualizing numbers and often mentally mix up the numbers, resulting in what appear to be "stupid mistakes."

Another problem is with sequencing. Students who have difficulty sequencing or organizing detailed information often have difficulty remembering specific facts and formulas for completing their mathematical calculations.

SYMPTOMS

Many students with disabilities have histories of academic failure that contribute to the development of learned helplessness in mathematics. (Creating a math phobia, I was in remedial mathematics throughout school.) It is important that mathematics instructors recognize the symptoms of dyscalculia and take the necessary measures to help students that are affected. Some of the symptoms are:

* Students might have spatial problems and difficulty aligning numbers into proper columns. (I skip over numbers, or will often put a number in the wrong column. Makes accounting a bitch, let me tell you, also doing taxes and multiple choice computerized tests. This is actually why I hate computerized tests. I remember while taking the LSAT's that I literally skipped over two of the columns and then filled in the wrong circle in about ten other columns. I had to erase about 30 answers and go back and fill them in again rapidly, which meant that I didn't finish on time. In short the test did not accurately demonstrate my knowledge of the subject matter and put me at an unfair disadvantage. I avoided this problem - when taking the BAR exam, by spending money at Menninger - about $1350 (not covered by insurance) to get a thorough examination and a waiver - which meant that I got extra time, a separate room from the other students, and didn't have to fill in circles on a computer sheet. It aided me tremendously. But it isn't enough. The use of this sort of computerized testing should be outlawed as discriminatory practice. I think they've since changed it - now people take the test on an actual computer as opposed to filling out the little sheets. )
* Have trouble with sequence, including left/right orientation. They will read numbers out of sequence and sometimes do operations backwards. They also become confused on the sequences of past or future events. (yes. I have troubles remembering dates. Which you've probably noticed. Confuse them all the time. Also can't tell my left from my right at all - it's why I always wear a watch - that's how I know. I flip them. And I do read numbers out of sequence or flip them.)
* Students typically have problems with mathematics concepts in word problems, confuse similar numbers (e.g., 7 and 9; 3 and 8), and have difficulty using a calculator. (Actually no problem with a calculator. And for years struggled with word problems until I figured out that they are basically logic problems and just break them down.)
* It is common for students with dyscalculia to have normal or accelerated language acquisition: verbal, reading, writing, and good visual memory for the printed word. They are typically good in the areas of science (until a level requiring higher mathematics skills is reached), geometry (figures with logic not formulas), and creative arts.(True. Except I have no facility for foreign languages and have oral dyslexia. But visually - I'm great with words. I can see words in my head. Literally spell them. And I was good at science, and geometry until I hit the whole formula thing. Also very good in creative arts. Except dance and music.)
* Students have difficulty with the abstract concepts of time and direction (e.g. inability to recall schedules, and unable to keep track of time). They may be chronically late.(Oh so true. I'm chronically early, because terrified of being late. So I always miscalculate how long it will take me to get somewhere and get there early.
I compensate for this by being obsessed with logistics. I stress over them. And I write lists like crazy. Write everything down. Very organized. And into details.)
* Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.(Oh yes. I can never remember people's names - unless I use them a lot. Also mispronounce all the time. And while I'll remember a face - I won't remember where I saw it or the name, again, unless it's a lot. I could literally meet James Marsters on the street and I wouldn't know where I'd seen him before. That's how bad it is. I met Elijah Wood in person and someone had to tell me who he was. LOL!)
* Students have inconsistent results in addition, subtraction, multiplication and division. Students have poor mental mathematics ability. They are poor with money and credit and cannot do financial planning or budgeting (e.g. balancing a checkbook). Short term, not long term financial thinking. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc. [Not true - I'm actually very good with money and financial planning. But also have a fear of it...so am very careful. And I've become quite good at exact change - if provided time and no pressure to give it. I can't do it under pressure, which makes me useless in retail or waitressing.)
* When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.[Definitely - I often will leave something out or reverse it. I compensate by checking my work five or six times. And sometimes will have someone else check it. You probably see this happen a lot in my journal postings.]
* Inability to grasp and remember mathematics concepts, rules formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long-term memory (retention & retrieval) of concept mastery. Students understand material as they are being shown it, but when they must retrieve the information they become confused and are unable to do so. They may be able to perform mathematics operations one day, but draw a blank the next. May be able to do book work but can fails all tests and quizzes.[Actually not a problem - I can do most of this stuff without too much difficulty - as long as it makes logical sense - I'm there.]
* May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.(Actually this isn't a problem. I can actually visualize it. )
* Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc. (Why I prefer cities with public transportation. I get lost easily - so always have a map, always ask for directions and prefer places with lots of memorable landmarks. Despise parking garages and malls.)
* May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences rules for playing sports. (YEP! Definitely. I'm always losing count. It's why dancing and aerobics has always been a nightmare. Prefer track, swimming and field.)
* Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.(This explains why I don't like playing most games. I forget them. If it is a pattern game like Dominoes - very good at it. But I lose track of the rules and whose turn it is and who is winning. So often find myself incredibly bored.)



What fascinates me about my family is how we fall either on the left or right side of the brain. There's the scientists who do math easily and have a strong facility for language. Then there's the creatives who are great at art, writing, and are creative. Some of us have a little of both. I'm right-brain, but the analytical ability is probably left-brain. As is the logic. And a massive dose of common sense.

I find it amazing that I've managed to survive in a career that is heavily mathematical with dyscalicalia (which I keep forgetting how to spell). Excel and the calculator are godsends. That and work colleagues who are expert mathematicians and I can often persuade to help me on the math stuff. I provide aid in other areas, like computer, legal, and writing. But it does explain why I can't count in my head at all and always lose track. I've come up with tricks to deal with it. Counting on fingers. Writing numbers down. Formulas are also written down on paper - and posted on my cubicle walls. And I triple check everything. And then, if it still looks off - call a math expert.

It also makes me aware once again how much we take for granted. Things we are born with. The cards we are dealt. It's as if we're all given a stack of cards at birth, specific skills, traits, plus, minuses, challenges, opportunities, strengths and weaknesses build into DNA, Family makeup, environment, and then set off to see what if anything we do with it. Sort of like creating a fictional character in a story or role playing game - you give them all these traits then throw them out there into the game of the story to see what they do with them.

The ability to add numbers in one's head isn't a learned trait - it's a genetic trait. Just as the ability to remember multiplication tables. You were born that way baby. Just as the ability to tell a story or create a character or be imaginative is genetic. Not everyone is born with an imagination or the ability to draw. Not everyone has the ability to visualize words in their head. Or feel empathy for someone who has experiences they have not had (requires an imagination). Or to sing a song. Or to dance a waltz or play a jig on the fiddle. OR to keep score. We have no choice what cards we're given. Just what we get to do with them. And often life likes to make us play with cards we weren't given, to do things that are harder for us than someone else. It's not a fair world, is it? Or maybe it is. Hard to always tell.

[I'm opening this one up to the public although am nervous about it, since very personal.]

Comments

[ann1962]

Interesting post. Thanks.

The ability to add numbers in one's head isn't a learned trait - it's a genetic trait.

So true. My husband and son can do this, as can my MIL.

My sister plays a game at the grocery store, where she adds, in her head, the numbers on the register, and frequently gets the correct answer before the clerk is finished scanning the last items.

I, otoh, has never been able to do this. Oh well, I'm glad they can.

Not everyone is born with an imagination

I've realized this too over the years, and I'm boggled by it. I live in my imagination so often, that I can't imagine (heh) not having that skill.

[shadowkat67.livejournal.com]

I've realized this too over the years, and I'm boggled by it. I live in my imagination so often, that I can't imagine (heh) not having that skill.

Hee. Me too. When I realized that not everyone has an imagination or even a varied one, it explained a lot but at the same time boggled my mind.

Wouldn't life be really boring without one?

[cactuswatcher.livejournal.com]

You are very much on the right track.

I can do square roots in my head but have trouble remembering a complete phone number. I have to have it written down or I'll never remember it long enough even dial the number. My ability to add long columns of numbers seemed to deteriorate after second grade, but I have no problem setting up complex problems and solving them on a calculator.

Compared to the group of guys I ran around with in high school most everyone has 'dyscalculia' at least according to most of the criteria. I think that they've lumped a perceptual problem, that also causes reading difficulty, with innate skills which vary widely across the population.

I can play a jig. I can write a jig. But don't ask me to dance a jig. ;o)

[shadowkat67.livejournal.com]

I can do square roots in my head but have trouble remembering a complete phone number. I have to have it written down or I'll never remember it long enough even dial the number.

Can't do the square roots in my head at all. And once I write down the phone number - and use it, I can often remember it. Depends on the number. I have my mother's, my home and work, and several work number extensions memorized. But square roots - I always forget.

I remember when I went to Menninger and the psychologist told me to not use the word "dyslexia" - experts see it as an inaccurate term. She'd given a wide range of psychological tests and determined that it was in fact a form of visual and audio coordination disorientation. And over the years I'd managed to create a series of compensation techniques to cope with it. Examples: subvocalizing, making people repeat numbers, often repeating a number several times and writing it down, then reading it back again, same with names, wearing a watch, etc. To the point I didn't even know I was doing some of them.

The degree is often the separator between people. In my own family, I see variations. My Aunt M for example can add in her head, and is wickedly good at math, but she can't write, flips letters around, and struggled with reading and not very imaginative - therefore lacks empathy for things that lie outside her experience. Aunt D is the opposite, can write, but horrid at math. Then there's Aunt K who
can't draw and isn't bad at writing, but very imaginative/empathetic, and extremely good at math.

It makes figuring out how to teach children difficult - because it really isn't a one-size fits all world. Everyone perceives the world differently. But it is easier to make the broad generalization.

[ponygirl2000.livejournal.com]

It's so interesting how people's minds work - a couple months ago at work we found ourselves so behind on a certain kind of report that everyone had to pitch in and do them. It was essentially a big data entry job but it was fascinating to see the different work styles we each had. I had to work linearly, going line by line because I knew that I would get bored and skip something otherwise, another girl did the same but used a system of highlighting, she felt it was a reward to get to change the colours to completed. Another woman grouped all similar items together first and then proceeded with entering them. And my boss had a big idea about changing the entire inputting system and spent a great deal of time teaching himself Excel and creating a database but by the time he got that working we were all done.

I just wanted to stick us all in MRIs to see which parts of our brains were being used while we worked.

[shadowkat67.livejournal.com]

I probably would have done your method or the highlighting one, with a ruler. That's what I usually do - go line by line, with a ruler, and double-check each one. And highlight or cross off each section entered.

It is rather interesting how differently people think. Auntie K
told me she took a class once where everyone was asked to listen to a piece of music and write for five minutes about what they envisioned while listening to it. Auntie K wrote a story. One student described colors. Another wrote musical notes. Another numbers. A third just drew shapes.

I keep reminding myself of this whenever I get into an online debate about a story or character which I see one way and someone else sees the opposite.

[ponygirl2000.livejournal.com]

Heh. One of my uber-bosses is so non-literal that her notes in meetings are shapes. Which is fine except that a) she never remembers anything discussed in meetings; and b) I've actually had her point to a scribble of a triangle and expect me to understand her point.

[shadowkat67.livejournal.com]

LOL! How in the heck do you have clue what she is talking about?
I mean there is non-literal and there is NON-LITERAL. You still have to find a way to communicate your ideas to people who don't think the same way you do.

A triangle can mean so many different things after all. A pyramid, a ponzi scheme, a three ponged approach, etc.

And I thought my bosses could be vague...and difficult to figure out. At least they speak English and not geometry.