Dyscalculia

Question 1

Prevalence of dyscalculia is 3-6% worldwide, but still understudied

Answer 1

Shalev et al (2000)

Question 2

Primary dyscalculia

Answer 2

Maths deficits coming from an impaired ability to acquire these skills

Question 3

Secondary dyscalculia

Answer 3

Maths deficits caused by external factors like poor education and low socio-economic status

Question 4

80% of pupils with dyscalculia have another SEN need, over 55% were entitled to Free School Meals

Answer 4

Morsanvi et al (2018)

Question 5

Primary and secondary used in dyscalculia may be applicable to other conditions

Answer 5

Szucs and Goswami (2013)

Question 6

Steps of number acquisition:
1. Inherited basic number sense regarding magnitude
2. Acquisition of number words during preschool
3. Learning number symbols in primary school
4. Development of a number line

Answer 6

Von Aster and Shalev (2007)

Question 7

Dyscalculia diagnosis is significant across siblings, parent to offspring and mother to daughter.
Maths ability is significant amongst siblings, mother to daughter, mother to son, and father to daughter

Answer 7

Shalev et al (2001)

Question 8

Candidate genes were found for dyscalculia, but not confirmed

Answer 8

Carvalho (2019)

Question 9

Dyscalculia is caused by defective connection between symbols and magnitude

Answer 9

Rouselle and Now (2007)

Question 10

Intraparietal Sulcus in the brain is a key factor in dyscalculia

Answer 10

Price and Ansari (2013)

Question 11

Dyscalculia caused by inability to visualise a mental number line

Answer 11

Dehaene (2011)

Question 12

Having interventions for 15 minutes each week for a school term significantly improved mathematical ability

Answer 12

Kadosh et al (2013)

Question 13

Games can help dyscalculia people with addition, but not subtraction

Answer 13

Fuchs et al (2006)

Question 14

Some computer games help with dyscalculia, but cannot be transferred to outside the game

Answer 14

Rasanen et al (2009)

Question 15

Transcranial Electrical Stimulation helps dyscalculia children with attention, working memory, numeracy, language, and executive function

Answer 15

Kadosh et al (2013)

Question 16

Transcranial Electrical Stimulation brings current to the brain and helps improve numeracy

Answer 16

Butterworth (2010)

Question 17

Transcranial Electrical Stimulation can be transferred to novel non-learned tasks for dyscalculia

Answer 17

Snowball et al (2013)

Question 18

Interventions should focus on specific mathematical abilities and start from primary school age. Other co-morbidities should also be addressed

Answer 18

Haberstroh (2019)

Question 19

High comorbidities between dyslexia and dyscalculia

Answer 19

Landerl et al (2013)

Question 20

Percentage of children with both reading and arithmetic difficulties is 7.6%

Answer 20

Dirks et al (2008)

Question 21

Found no significant interactions between dyslexia and dyscalculia but spatial skills found to contribute to both

Answer 21

Peters et al (2020)

Question 22

Poor verbal short term memory are present in both dyslexia and dyscalculia

Answer 22

Wilson et al (2014)

Question 23

Did cognitive tests in children with dyslexia, dyscalculia, both and neither. Visual perception is underlying cause of dyslexia and dyscalculia

Answer 23

Cheng et al (2020)

Question 24

Dyscalculia children showed deficits in rapid naming of quantities. Dyslexic and dyscalculic children showed deficits in Rapid Automised Naming Task

Answer 24

Willburger et al (2008)

Question 25

Brain activity between dyslexia and dyscalculia is similar when encountering arithmetic

Answer 25

Peters et al (2018)

Question 26

Dyscalculics had significant difficulties in graph inhibition, number inhibition, and word inhibition

Answer 26

Wang et al (2012)

Question 27

Difficulties in short term and working memory - remembering and storing verbal and visual information

Answer 27

Van Luit and Toll (2018)

Question 28

Identified 2 types of dyscalculia from EEG. Those with average working memory and those with less than average working memory

Answer 28

Cardenas et al (2021)

Question 29

Difficulties in attention, focusing attention to match stimuli for dyscalculia

Answer 29

Van Luit and Toll (2018)

Question 30

Dyscalculia people struggle with attention and processing speed

Answer 30

Agostini et al (2022)

Question 31

Dyscalculia people have impaired working memory and visa-spatial attention

Answer 31

Geary (2004)

Question 32

Deficits in alerting network for dyscalculia people, causing attention difficulties in dyscalculia

Answer 32

Askenazi and Henrik (2021)

Question 33

Dyscalculia people have difficulties in naming speed with numbers, colours and objects

Answer 33

Van Luit and Toll (2018)

Question 34

Dyscalculia people have difficulties in planning (connecting stimuli in correct order)

Answer 34

Van Luit and Toll (2018)

Question 35

Dyscalculia people have larger numerical distance effects

Answer 35

Price et al (2007)

Question 36

Scored lower on verbal and spatial tasks compared to those without dyscalculia

Answer 36

Peters et al (2020)

Question 37

Dyscalculia people add extra 0s in numbers they hear, and overestimate the number of objects they see

Answer 37

Kucian and von Aster (2015)

Question 38

Dyscalculics have impaired basic number processing and impaired magnitude judgements

Answer 38

Koontz and Berch (1996)

Question 39

Dyscalculics have impaired arithmetic fact retrieval

Answer 39

Mazzocco et al (2008)