Students who struggle to learn mathematics may have a neurocognitive disorder that inhibits the acquisition of basic numerical and arithmetic concepts, according to a new paper. Specialised teaching for individuals with dyscalculia, the mathematical equivalent of dyslexia, should be made widely available in mainstream education, according to a review of current research published in the journal Science.
Although just as common as dyslexia, with an estimated prevalence of up to 7% of the population, dyscalculia has been neglected as a disorder of cognitive development. However, a world-wide effort by scientists and educators has established the essential neural network that supports arithmetic, and revealed abnormalities in this network in the brains of dyscalulic learners.
Neuroscience research shows what kind of help is most needed — strengthening simple number concepts. This can be achieved with appropriate specially-designed teaching schemes, which can be supported by game-like software that adapts to the learner’s current level of competence.
Professor Brian Butterworth, co-author of the paper and a member of the Centre for Educational Neuroscience (CEN) from the UCL Institute of Cognitive Neuroscience, said: “Dyscalculia is at least as much of a handicap for individuals as dyslexia and a very heavy burden on the state, with the estimated cost to the UK of low numeracy standing at £2.4 billion.”
“Nevertheless, there are only cursory references to the disorder on the Department of Education website — no indications are offered for help either for learners, teachers or parents. It’s as if the government does not want to acknowledge its existence.”
Like dyslexia, dyscalculia is a condition we are born with, and may be heritable in many or most cases. Research from twins and special populations suggests that an arithmetical disability has a large genetic component, but the genes responsible have not yet been located.