Belonging to the DYS disorders, the dyscalculia affects the understanding of numbers and calculation. Almost as common as dyslexia, it is thought to affect 3% to 6% of pupils, and its symptoms are visible from preschool onwards. Lasting and permanent, it comes in several forms, each targeting very specific mathematical difficulties.

The heterogeneity of dyscalculic profiles

Children with dyscalculia use primitive strategies and finger counting more often and for longer. To carry out a simple calculation, such as adding 3 and 5, they will count from 1 instead of starting at 3 and adding 4, 5, 6, 7 and 8, as children without this disorder do. Later on, other children will rely on memory, whereas children with dyscalculia will keep using the same technique. They will not learn at the same pace as their classmates…

But while dyscalculia systematically affects the numeracy sphere, it manifests to varying degrees and takes extremely varied forms, which researchers and clinicians have tried to classify without ever managing to establish a clear typology.

D. C. Geary’s classification

An American developmental and evolutionary cognitive psychologist, David C. Geary focused on mathematics learning and sex differences. He proposed three subtypes of dyscalculia:

  • Procedural dyscalculia: children rely on immature counting procedures and have a poor understanding of the concepts used;
  • Dyscalculia characterised by difficulty retrieving arithmetic facts: children struggle to remember times tables and retrieve the results of simple additions and subtractions;
  • Visuo-spatial dyscalculia: children make errors aligning digits in columns and are confused about the use of arithmetic signs.

Michael Von Aster’s classification

German child psychiatrist and psychotherapist Michael Von Aster prefers a classification based on the three formats of numerical information (Dehaene’s triple code):

  • Verbal dyscalculia: the child struggles to count, memorise and calculate.
  • Dyscalculia in reading and writing Arabic numerals: the child has difficulty with the digits themselves, both in writing and reading.
  • “Number sense” dyscalculia: the child does not understand the concept of number.

How can I help a child with dyscalculia?

Whatever its form and degree, dyscalculia must be diagnosed as early as possible. Even though this disorder is lasting and permanent, the sooner it is identified, the sooner the child can develop coping strategies to ease its consequences.

Following the diagnosis made by the speech and language therapist, several professionals can coordinate their interventions to help the child with dyscalculia, such as the occupational therapist or the psychologist. As parents, you can also play a decisive role, by stimulating your child daily, in an environment marked by kindness and attentive listening.

You can also call on the school support professionals of the Ora-Visio platform, who specialise in DYS disorders, to support your child with their homework.