Primary acalculia. Symptoms of dyscalculia in children and ways to correct the disorder

About 5% of school-age children suffer from such a rare disease as dyscalculia. It manifests itself in the inability to perform any computational operations, misunderstanding of the account and inability to distinguish numbers. If a person did not have any difficulties with counting, was mentally developed, but as a result of some illness or injury lost this ability, then here we are talking about acalculia. First of all, acalculia is characterized by a counting disorder, and dyscalculia by the ability to master it.

Acalculia is an acquired disorder of the brain, while the ability to perform simple arithmetic operations is lost, while dyscalculia differs in that any opportunity for a child to learn mathematical operations is lost, often the problem is supplemented by the inability to recognize letters.

As a rule, acalculia is accompanied by a mental deviation, as a result of which some areas of the brain responsible for numbers and counting are affected in an adult. There are two forms of acalculia.

The first form is primary acalculia. It is observed with damage to the parietal-occipital-temporal regions of the cerebral cortex, while a person experiences difficulties in the simplest mathematical operations, does not understand the structure of numbers, and can confuse the arithmetic sign.

Secondary acalculia can occur against the background of a mental disorder. For example, amnesia, in this case a person may confuse the numbers, since they will be similar to him in writing. Or the counting in the mind will be upset, he cannot correctly perform the counting operation.

Also, acalculia occurs after a severe injury, as a result of which all the mathematical abilities acquired earlier are lost. People with acalculia cannot be called mentally retarded, they just experience some problems in calculations, it is very difficult for them to count money, remember numbers.

Dyscalculia, unlike acalculia, is a problem that begins at a young age. Dyscalculia in children is expressed in the fact that it is almost impossible to teach them mathematics, the brain simply does not accept this information. This is a congenital problem that remains for life. Very often, this disorder occurs in children with a genetic predisposition to the disease, as a result of which it manifests itself mental retardation. They not only cannot count, but it is difficult for them to determine where is right and where is left, therefore they cannot tell the time on the clock, they do not recognize geometric shapes well, some letters are similar to them in writing.

Common signs of dyscalculia:

Often this disease requires correction in children, namely the participation of specialists who will examine the child's skills: memory, speech, writing, reading, arithmetic using special tests and draw conclusions about the possibility of achieving any result in treatment. In correction, it is very important to choose a set of exercises that will be aimed at eliminating disorders and activating the brain.

Dyscalculia is a specific mental disorder biological genesis. We are talking about the inability of the brain of individuals to learn the basics of arithmetic and the mathematical sciences in general. Often you can find another name for the disease - "mathematical dyslexia".

Pathology is in no way connected and in no way depends on the intellectual development of the baby or teaching methods. The essence of the disease lies in the inability to interpret digital designations and difficulties in the most elementary calculations. Dyscalculia in children is associated with confusion of numbers, signs, lack of abstract imagination and understanding. Prevention of dyscalculia should be carried out in early age as soon as it was noticed that the child does not count well. It is extremely rare in adults.

Etiology

The causes of dyscalculia are dysfunctional changes in the neural connections that are responsible for processing digital information.

Other possible etiological factors include:

• math phobia. Some schoolchildren had negative learning experiences in the past, due to which they developed self-doubt and fear of mathematical examples.
• Weak processing of visual information. At the same time, children cannot correctly visualize mathematical situations and numbers in the problem. This disorder is also called non-verbal learning difficulties. Along with these disorders, there are spelling and handwriting problems, although reading and writing are not affected.
• Unable to establish sequence. Children with these disabilities cannot remember the facts and formulas that are required for mathematical calculations. Very often accompanied by violations in other areas (spelling, reading).

Violation of this type occurs equally often in representatives of different sexes.

Classification

In medicine, several classifications of dyscalculia are considered, and the use of any of them is correct.

So, by origin, two forms of such a violation are distinguished:

• congenital;
• acquired.

According to the nature of the occurrence, only two types of dyscalculia are also distinguished:

• primary;
• secondary.

According to clinical and morphological features, seven subspecies of such a disorder are considered:

• Graphic - the child cannot correctly display the image of a mathematical sign, geometric figure, incorrectly writes down the heard number.
• Verbal - the child cannot correctly name the number, designate the mathematical symbol. It may also have problems with the designation of the number of items.
• Lexical dyscalculia - in this case, the child does not have an understanding of the essence of mathematical problems, so he simply cannot correctly perform a certain mathematical action, solve a problem, and so on.
• Operational dyscalculia - the form is very similar to the lexical one, since the baby cannot complete even the simplest task.
• Practical-gnostic - there is no ability to abstractly count objects, distribute them according to their characteristics.
• Arithmeria is the inability to calculate.

Separately, consider such a form of the pathological process as pseudodyscalculia. In this case, the violation will be due to external etiological factors - an incorrectly constructed learning process, general poor performance at school, the child’s lack of desire to learn at all or only regarding mathematical sciences.

Symptoms

Dyscalculia has a typical clinical picture, which is difficult to confuse with other ailments of a similar plan.

Pathology appears:

• lack of understanding of the structure of the numerical element;
• serious problems and difficulty in performing operations with complex numbers;
• inability to compare the number of items;
• lack of understanding and the ability to create a chain of arithmetic operations.

As a result, the child does not count well, does not understand the meaning of any arithmetic operations, is unable to remember even the most elementary mathematical definitions.

Diagnostics

Such a violation is quite easy to diagnose. For the first time, attention is paid to the disease at school. Such a child can easily count up to ten, but does not operate with larger numbers. He is not able to understand the structure of numbers, to correlate the number and its spelling with numbers. Therefore, a child often learns to tell the time with difficulty, practically does not remember dates, phone numbers, formulas, at school he cannot keep up with drawing, physics, and chemistry. If these symptoms appear, do not postpone the solution of the problem.

Dyscalculia is a condition, the correction of which should be carried out without delay. Sometimes the disease can be identified already at preschool age, when the child is just beginning to develop arithmetic abilities. Standard laboratory tests do not carry out. In some cases, CT or MRI of the brain may be needed.

Treatment

According to experts, the first step to successful therapy is a timely diagnosis. The sooner a violation is detected, the greater the chance of a complete cure. This is the only way to prevent academic failure, low self-esteem and more serious problems in the future.

There are many different methods for correcting dyscalculia. Some of them provide pronounced neuronal plasticity. In this way, impaired brain function can be compensated for, allowing children to develop new strategies to help them cope with pathological difficulties in mathematical calculations.

A series of exercises assess the level of cognitive impairment and automatically select a personalized correction program for each user. It helps to stimulate areas of the brain with structural damage, concentration or focused attention, divided attention, working, visual and short-term memory, memory for names, speed of information processing, planning, etc. with the help of exciting games and clinical exercises.

It is better to select those therapeutic programs that have been developed by scientists, neurologists and psychologists. Such options are most suitable for children, as they take into account the level of intelligence and development. Such programs are mainly presented in the form of simple games, the level and difficulty of which is automatically adapted to the cognitive profile and age of each child. You can play on any computer with Internet access. The games are simple and visually appealing. This is a fascinating process that helps to effectively correct dyscalculia.

Dyscalculia has a lot in common with dyslexia: both disorders are genetic in nature and are associated with cognitive impairments that cause difficulties in learning to read and arithmetic. The earlier therapy is started, the greater the chance of a successful cure. In general, dyscalculia is a pathology, the correction of which should be complex.

It is characterized by violation of counting operations. Acalculia can be based on different mechanisms, the nature of which depends on the localization of the lesion. Violations that occur with lesions of the occipital-parietal regions of the left hemisphere, or with bilateral foci, belong to the so-called primary acalculia.

a) With lesions of the occipital region, the idea of ​​​​the number is violated, the optical image of the number disintegrates; numbers cease to be signs reflecting a known quantity. The numbers begin to mix up, are difficult to recognize, especially those that are close in outline (6 and 9). These disorders are opto-gnostic in nature and are similar to optical alexia (often they are combined).

b) Another type of acalculia is based on a violation of the representation and perception of the spatial arrangement of the numbers that make up bit number. Multi-digit numbers are read as separate digits, numbers with the same digits located in a different sequence are perceived as identical (187 and 781). It is especially difficult to recognize and evaluate the arrangement of elements in Roman numerals. Patients cannot determine the difference in numbers IV and VI, IX and XI, estimating them incorrectly, or mixing them. Similar errors occur when writing Roman numbers. According to A. R. Luria, such manifestations of acalculia are based on more general apractoagnostic disorders characteristic of damage to the parietal lobe of the left hemisphere.

c) The third type of acalculia is associated with a violation of counting operations, which may be similar to the phenomena described above, but may occur with the preserved value of simple numerical symbols. Patients lose the ability to perform simple arithmetic operations: addition, subtraction, multiplication, division, they find it difficult to mentally count with single-digit numbers. Counting operations with the transition through tens are especially grossly violated. The awareness of the magnitude of multi-digit numbers by the individual values ​​included in it is also grossly violated (for example, the number 178 is perceived to be greater than 201), the bit structure of the number often completely disintegrates - the patient does not know where they are in the number

tens, hundreds, units. The sequence of the written account is forgotten in the vertical method of calculation (in the "column-beak"), operations with fractions are not available.

Primary acalculia, as a rule, is combined with semantic aphasia and other left hemispheric parietal syndromes, entering the complex Gerstmann syndrome, being the result of damage to the angular gyrus of the parietal lobe of the left hemisphere.

Secondary acalculia can be detected in various forms of aphasia. The mechanism of these disorders is closely related to the mechanism of speech disorders. For example, violations of the nomination of numbers can be associated with general amnestic disorders in acoustic-mnestic aphasia, alienation of the appointment of the named number - with a violation of the acoustic-gnostic link in sensory aphasia. Violation of counting operations in motor aphasia - with impaired internal speech, inertia of brain processes, disautomation (with lesions of the premotor parts of the speech zone).

Descriptions of acalculia are given in the works of N. Head (1926), A. R. Luria (1962, 1969), A. R. Luria, S. V. Tsvetkova (1966) and other authors.

3.3.8. Gerstmann syndrome

This syndrome includes digital agnosia, combined with "pure" agraphia, disorientation in the right and left, and often with counting disorders - acalculia. Gerstman regarded this combination as a separate special syndrome, which is based on unexpressed autotopagnosia. The indicated syndrome is currently known as Gerstman's syndrome (after the name of the author who described it). According to the author, in this syndrome, the lesion focus is localized in the parieto-occipital region of the left hemisphere (angular and second occipital gyrus of the left hemisphere in right-handers).

3.3.9. Amusia

Musical impairment. It is observed in those cases when jth abilities existed before the disease. Cases of amusia are described with local brain lesions in professional musicians, but a violation of recognition or reproduction of well-known melodies can be detected.

in patients who have not been specially trained in music, but who are able to sing correctly and recognize a familiar melody.

a) sensory amusia

It is characterized by impaired recognition of well-known melodies. Patients find it difficult to identify two successively presented short melodic passages, take different melodies for the same and, conversely, find it difficult to compare two tones in height. Professional musicians cannot estimate the size of the interval between two musical tones, which leads to the impossibility of musical notation of short melodies. Often sensory amusia is accompanied by impaired reading hot - musical alexia.

Sensory amusia can act as an independent disorder or be combined with impaired auditory gnosis - “pure” speech-auditory agnosia, in which recognition is impaired not only of the melody, but also of other surrounding sounds and noises (voices of animals and birds; noise produced by the wind, train movement etc.).

b) Motor amusia

Violation of the ability to sing and play musical instruments. The melodies of familiar songs are reproduced inaccurately, distortion, the sequence of musical sounds, melodic pattern is disturbed. In professional musicians, the reproduction of new, unsettling melodies, the repetition of a given musical tone, and the reproduction of the rhythmic pattern of a melody are disturbed. Patients who could play musical instruments lose this opportunity. They not only find it difficult to play the notes, but often cannot reproduce well-learned pieces of music.

It should be said that the violation of musical abilities does not affect the speech of patients in any way, does not change its hypo-national-melodic and rhythmic structure. Motor amusia is revealed only when singing. In patients with efferent motor aphasia, in cases of gross disintegration of expressive speech (embolophasia), in most cases, the correct reproduction of well-known melodies is preserved, and singing with words often contributes to the disinhibition of speech.

The description of sensory and motor amusia is contained in the publications of a number of authors: E. Feuchtwanger (1930), K. Kleist (1928), R. Brain (1963), I. M. Tonkonogogo (1973).

Amusia occurs more often with lesions of the right hemisphere. With sensory amusia, the lesion is located in the middle-middle regions of the temporal region, and with motor amusia, in the posterior regions of the second frontal gyrus.

This section briefly describes two other forms of nonspecific acalculia, sensory and acoustic-mnestic. If optical acalculia goes in the syndrome of violation of the process of optical perception, then these two forms of violation of the account go in the syndrome of violation of acoustic perception and speech. Therefore, one of them can be conditionally called "auditory acalculia", in which only the oral form of the account and the account by ear are violated, and the other - "amnestic acalculia"- is associated with a violation of auditory-speech memory and the volume of auditory perception.

Damage (or underdevelopment in children) of the superior temporal gyrus (22nd area of ​​Wernicke) is known to lead to sensory aphasia, which is based on a violation of phonemic hearing. …

Disorders of phonemic hearing, verbal expressive and impressive speech in patients with sensory aphasia also lead to impaired understanding of words denoting numbers and numbers, and their recognition. Instead of the sounding number "six", patients can hear the word "seven", instead of "sixteen" - "seventeen", instead of "nine" - "ten", etc. The same and other difficulties arise in naming, and all this leads to great difficulties in counting operations, in their understanding and implementation. These defects are not a violation of counting, they only make it more difficult, and they can be overcome if counting and counting operations are transferred to internal operations - without the participation of speech, and even better, if internal speech is also excluded. As for children, these defects in the temporal region and unformed speech lead to gross primary violations of counting, counting operations and the formation of the concept of number. In this case, other methods of examination and recovery of the account are needed.

In this way, sensory acalculia has the following characteristics:

clinical picture- patients do not understand by ear the meaning of numbers and numbers, they make many attempts when performing oral arithmetic operations, but they are all unsuccessful;

neuropsychological picture- sensory acalculia goes in the syndrome of sensory aphasia, agraphia, alexia (symptoms - impaired understanding of numbers by ear, naming numbers due to speech defects; factor- violation of acoustic perception and, above all, phonemic hearing);

psychological picture- in this case, a violation of speech leads to a violation of the count, but the primary account, the concept of number and counting operations are not violated.

This form of counting disorder is also non-specific, secondary, and counting defects are associated with impaired speech and acoustic perception and go in the syndrome of acoustic-mnestic aphasia, the main mechanisms (factors) of which are defects in the volume of acoustic perception and violation of subject images-representations. This form of acalculia is poorly understood and needs further reflection. The fact is that with this form of acalculia, there were often symptoms of not recognizing numbers presented at increased noise or in in large numbers simultaneously for their sequential recognition and naming, i.e. there were symptoms of secondary agnosia and, as it were, amnesia for the name of a figure or number. Under these sensitized conditions, perceptual difficulties arose, defects in perception, recognition and naming of numbers, due to defects in image-representations and the volume of perception. When asked to quickly write a series of figures or numbers, the patients also made many mistakes, performed the task slowly and in the highest degree voluntarily and consciously, made attempts to name what they had written, as if helping themselves with speech.

clinical picture. When asked to name a number or perform an arithmetic operation, patients perform everything extremely consciously and slowly, they constantly ask to repeat the numbers or the task itself, often refuse to complete the task, and become upset.

neuropsychological picture. This acalculia is of secondary origin and goes in the syndrome of a very specific acoustic-mnestic aphasia, which is characterized by a violation of the volume of acoustic perception, the replacement of simultaneous perception by a successive one, a violation of images-representations, which leads to defects in naming. All these symptoms are also manifested in acalculia: the volume of perception of the named number is reduced, patients require repetition of the number in parts, images (perception and representation) of numbers are also defective - patients cannot isolate the essential features of similar numbers and figures.

Factors - a decrease in the volume of acoustic perception, a violation of the visual image of a figure due to defects in the speech organization of perception.

2.3. Frontal acalculia… Neuropsychological analysis of counting disorders in frontal brain systems lesions

The frontal region of the cerebral cortex occupies more than a third of the entire mass of the cortex in humans. Along with the lower parietal region, the frontal lobes are the most complex and historically the newest formation of the cerebral hemispheres. This area differs from the others in that it has the finest structure and the most diverse and numerous systems of connections with other areas of the brain. They mature later than the rest of the brain and are special areas, the way of which and functions are also very different from all other areas of the brain.

... Damage to the frontal lobes of the brain leads to a change in the mental activity of a person, to a violation of behavior, which in some cases manifests itself in a decrease in activity, and in others - in tendencies to impulsive uncontrolled acts. These violations also affect the course of intellectual activity.

Counting, as one of the types of ID, is disturbed when the frontal lobes of the brain are affected. In the literature, there is often an opinion that with these brain lesions, a nonspecific, secondary violation of the account occurs. Our experimental data give grounds to consider "frontal acalculia" as a much more complex disorder, in which both primary and secondary counting disorders occur, and this depends on the factors (mechanisms) that underlie each variant of the frontal syndrome. Therefore, "frontal acalculia" cannot be attributed entirely to the non-specific forms that we described above. Here we meet with a complex "knot" of violation of the account, which proceeds as a violation of the ID.

... In patients with "frontal syndrome", the concept of number is violated due to defects in understanding the abstract and generalized essence of number, impaired understanding of the meaning of numbers, the meaning and meaning of zero in the structure of the number and in numerical operations. These disorders occur against the background of the primary preservation of the positional-digit principle of constructing a number based on the intactness of spatial perception in these patients.

In patients of this group, the recognition and naming of simple numbers remains intact, the processes of automated counting are preserved (multiplication table, addition and subtraction within one ten, etc.). The number and operations of the account are violated by them as a purposeful electoral activity; these violations are manifested in the instability of the task, in defects in active orienting research activity, in the creation of a program of activity and action, in the simplification of the action program (sometimes in inert stereotypes), and, finally, in violation of the comparison of the effect with the initial data, i.e. in violation of control. These counting defects are found primarily in solving arithmetic examples that consist of several links and require a sequence of operations, retention of intermediate results, and comparison of the results obtained with the original data. Violation of these components of the ID leads to a violation of the counting function with complete preservation of visual, acoustic and spatial gnosis, as well as speech.

A completely different picture of violation of the account is found in the defeat basal and mediobasal parts of the frontal lobes of the brain, which, as is known, leads to significant changes in the emotional sphere of the patient's behavior, without much affecting the course of his intellectual processes. ID defects arise on the basis of impulsiveness and are manifested in violation of the orienting basis of action due to a decrease in attention. There are no primary violations of either counting operations and operations with number, or the concept of number. Errors arise due to a violation of the dynamics of the flow of nervous and mental processes in the direction of their acceleration, impulsivity, due to defects in inhibitory processes. In patients of this group, the recognition and naming of simple numbers is preserved, the processes of automated counting are preserved (multiplication table, addition and subtraction within one ten, etc.).

When defeated dorsal systems of the brain counting disorders usually occur in a syndrome of pronounced speech and motor perseverations, which are the result of a violation the dynamics of mental processes, the inertia of their course. And, finally, ID disorders and, in particular, counting disorders can occur in the syndrome of damage to the posterior frontal parts of the brain (and, above all, the posterior frontal parts of the leading hemisphere). Operations for solving intellectual problems can acquire here a disautomated extended character. The defeat of this part of the brain leads to an increase in the inertia of the stereotypes that have arisen, which complicate the flow of thinking. In cases of massive lesions in this area, all these phenomena of disautomatization, inertness of stereotypes, and inactivity are manifested especially clearly in the speech sphere, which makes ID even more difficult: the patient deforms the task, perseverates the data (numbers, name of the action, etc.). These counting defects, which most often occur together with efferent motor aphasia, do not affect the counting structure, however, perseveration and echolalia make this function difficult and can sometimes lead to gross violations in numerical operations.

The described "frontal" syndromes cause specific violations of the account and counting operations. Counting disorders in patients with different variants of the frontal syndrome are manifested in different forms, but they all have primary violation of the concept of number(the structure of the number and its bit structure) and counting arithmetic operations, but on other grounds, in contrast to the parietal acalculia. This is especially true of the defeat of the pole parts of the frontal zone of the brain. Patients of this group can formally compose the number given to them from combinations of other numbers, but when organizing their activity from the outside, they can also decompose the number into a number of combinations of other numbers (cf. 15 = 5 and 10; 10 and 5; 9 and 6; 6 and 9; 7 and 8, etc.), they can read multi-digit numbers, but also when organizing their actions.

With the formal possibility of performing these operations with numbers in this group of patients violated not only the organization and management of activities, but also understanding the meaning of the interaction of numbers, their internal composition, the systemic nature of the number. And this is the primary violation of the account, but it is based on other mechanisms, in contrast to the parietal acalculia: 1) violation understanding the meaning and significance numbers; 2) violation of the activity itself: the indicative link, the link of planning and control; 3) violation of the regulatory function of speech. Counting operations are also not primarily preserved in these patients: they do not understand the essence of arithmetic operations, the system of mathematical relationships between numbers. They have no difficulty in spatial counting schemes, but understanding and comprehension of these operations is disturbed. Counting violations here are of a heterogeneous nature: in some cases they are based on phenomena of inertia of stereotypes and perseveration, inactivity in the course of higher mental processes; in others - impaired attention and impulsivity; third - the main factor of counting defects may be a gross violation of the motivational side of the activity, the instability of the goal and intentions. The general picture of counting disorders in this group of patients is manifested in the following.

When performing tasks on compiling a given number from all possible combinations of other numbers, some patients (with lesions of the posterior frontal regions), as a rule, name a limited number of possible combinations of numbers. …

A somewhat different picture of violation of the account opens up to us in the event of a defeat. basal departments forehead systems. In this case, counting defects are much milder and easier to overcome. The reason for the occurrence of defects in this case is a violation of orientation in the task, failure to retain the task, etc., resulting from impulsiveness, instability of attention. The counting process in this case is not disturbed from a significant point of view.. ...

In this case, the calculation is violated a second time due to defects in the dynamics of the process. At the psychological level, this defect manifests itself in symptoms of a violation of general behavior and activity: in impulsive uncontrolled actions, in violation of the programming of activity and its purposefulness, etc. However, these symptoms are secondary, they are not associated with a primary violation of ID, as we saw in patients with lesions prefrontal convexital regions of the frontal areas of the brain. Here it is necessary to control the dynamics of the process, restore the inhibition of impulsive actions, and this will be enough to obtain the correct flow of the counting process. Elementary help from the teacher, aimed at strengthening the orientation of the patient in the condition of the task, as well as transferring the process to the level of awareness, leads to the correct execution of counting operations.

Damage to the posterior regions of the brain leads to a disruption in the dynamics of mental processes, manifested in the pathological inertia of stereotypes that have arisen once, in switching defects, in perseverations .. ...

Counting defects are especially clearly detected when performing tasks that occur under conditions of maximum mobility of computing operations, for example, in a task where the patient is required to sequentially subtract from 100 to 7 or add 7, starting from 5. The difficulties of this operation lie primarily in that the account here is subject to internal conditions, which are a constantly changing dynamic field.

We see a difference in the clinical, neuropsychological, and psychological patterns of counting impairment in lesions of different zones of the frontal systems. Naturally, the methods for restoring counting in prefrontal, basal, and posterior frontal syndromes will also be different. They will also differ from the recovery methods for other forms of acalculia, since in all these cases there are different mechanisms (factors) of account violation.

Let's briefly summarize. Lesions of the frontal areas of the brain lead in the same way as lesions of the parieto-occipital regions, to a violation of counting and numerical operations. In contrast to existing ideas about secondary violation of counting in lesions of the frontal areas of the brain, our study allows us to conclude that damage to the frontal systems of the brain is a primary violation of counting - the concept of number and counting operations. This defect is especially pronounced when prefrontal convexital lesions. In this case, the semantic component of the count, the understanding of the structure of the number and the dependence of the magnitude of the number on the positional principle are violated. All these defects go in the syndrome of personality disorders, motivation, on the one hand, and the collapse of the ID structure, on the other. With this syndrome, orienting-research, search activity is grossly violated, replaced by familiar patterns, and the planning of the account activity is also disrupted. All activity of patients in this case is not purposeful, unregulated and uncontrollable. In this syndrome, there are defects in the concept of a number, its composition, understanding the interaction of numbers within one number, and understanding the essence of arithmetic signs and actions with them. Let us briefly clarify the clinical and neuropsychological picture of counting disorders in different options"frontal" acalculia.

In the clinical picture violations of counting defects are manifested in some cases in impulsive actions sick, in others - in slowness and the difficulties of switching from one type of action to another, in the third variant

In “field behavior” that has nothing to do with the task (for example, the task is to solve the arithmetic example 9 + 5 = ; the patient looks around and says: “Ah, that means 9 chairs, but there aren’t nine here ... one, two, three...only three"). Children with frontal lobe dysfunction are also distracted from the task: they start drawing or stand up and walk around the room, etc. All behavior in the situation of performing the task is inadequate, the patients treat their actions uncritically.

Neuropsychological picture violations. Counting disorders occur in the syndrome of disruption of activity, its purposefulness, regulation, control, violation of motives and needs for behavior in the absence of organization of activity and destruction of the regulatory role of speech. Factor

- violation of selectivity and purposefulness of activity. Symptoms: a) lack of ability to act independently with numbers, without external control; b) misunderstanding of the relationship of numbers within the composition of the number; c) narrowing the volume of number connections, i.e. reduction of generalization and violation of the concept of number; d) violation of counting operations; e) loss of intermediate links in counting operations; e) emergence of side bonds; g) perseveration. The recognition and naming of numbers and simple numbers, the multiplication table, addition and subtraction within the first ten, automated operations are preserved.

Psychological picture Counting disorders in frontal areas of the brain are primarily characterized by a violation of the voluntary level of this process. The involuntary level of counting, especially of numerical operations, often persists, which often leads to an erroneous conclusion about the preservation of the ability to count and counting operations in these patients, while in fact, as our experimental data show, only skills are preserved; conscious and meaningful actions with numbers are grossly violated.

Methods of restorative learning to count in case of damage to the frontal systems of the brain

In the field of problems of restoration of human mental activity, methods for restoring higher mental functions, including counting, in patients with damage or dysfunction of the frontal lobes of the brain are the least developed. This equally applies to the state of methods for restoring the HMF in children with underdevelopment (delayed maturation, etc.) of the frontal brain systems. This is especially true for children's acalculia. This area of ​​restorative education needs theoretical and experimental study.

Here we describe the methods that we have developed through experiment and have been widely practiced. Our methods meet a number of requirements and conditions. The first and most important requirement to the methods of restorative education of patients with frontal syndrome is their influence on the organization of the general behavior of patients and behavior in a learning situation. Second requirement refers to the correct formulation of the tasks of restorative education. Third requirement involves the use of methods adequate to the structure and mechanism of acalculia, and fourth appeals to the content of the methods, their psychological essence.

The practice of teaching this group of patients has shown that the most effective direction in these cases is programming activities of patients, which is also the leading method. The psychological essence of this method lies in the fact that the program: a) divides a holistic action into its constituent operations; b) brings this structure of action outside; c) makes the action arbitrary and conscious.

First condition restorative learning appeals to personalities the patient and his emotional-volitional sphere. This means that all types of work, the solution of any tasks and tasks must begin with the establishment contact with the patient, from clarifying (and creating) the interests of patients, the system of their relations, from the creation motive of activity and its understanding by patients. Second condition suggests skillful use of speech the patient's own speech and the speech of the teacher. In some cases, speech acts as an organizer and regulator of the patient's activity (and later as a means of self-regulation), in other cases, speech fixes the task, connects speech with the actions of patients. But in some cases, namely, when the posterior frontal areas of the cerebral cortex of the right and left hemispheres, as well as the mediobasal regions, are affected, speech may turn out to be a hindrance, and work must be done with speech turned off.

In modern psychology, thinking is considered in close connection with action, and vice versa. “At every step in life we ​​see the transition of thought into action and action into thought. These systems are not isolated from each other” 1 . An action refracted through the prism of thought is another action, meaningful, conscious. This is another, higher level of action implementation. It is this level in the ID structure and, in particular, in counting that is disturbed in the case of damage to the frontal systems. As we saw above, this factor underlies frontal acalculia, which should be taken into account in restorative learning.

Tasks of restorative education of this group of patients:

1. Restoration of the processes of understanding as an integral part of thinking.

2. Restoration of not formal operations and actions with numbers, but conscious and meaningful ones.

3. Restoring the connection thought - action (and action - thought).

4. Restoring not isolated actions and operations with numbers, but system ones, i.e. restoration of understanding of the integrity of the arithmetic operation and the connection of operations with each other in the structure of the arithmetic operation. For example, in action 35-17: a) 17 + 3 = 20, b) 35-20 = 15 c) 15 + 3 = 18 - all operations, the sequential execution of which leads to the solution of the task, are interconnected and represent a holistic formation or " system of operations.

5. Restoring understanding meaning and significance numbers.

Before starting work on the actual restoration of the account, you should work over the organization of the patient's behavior, using for this not numerical material, but picture, verbal, and then only numerical.

Methods of organizing the behavior and activities of patients are numerous and varied, we will describe some of them. Image classification method(and words): a) according to given criteria, b) free classification. Non-verbal method of oppositions(opposites): the patient is given a picture (rain, night, etc.), you need to find a picture with the opposite meaning. Verbal method of antonym words: the patient's task is to find antonyms for a given series of words (for example, fat - ...; smart - ...; rainy - ...; sit - ... etc.).

Method of organization, distribution and concentration of attention. Method procedure:

1. Patients are offered one stack of cards on which numbers from 1 to 10 are written and a classification task: a) put even numbers to the left, odd numbers to the right; b) put 2 odd numbers and 2 even numbers to the left.

2. Then another stack of cards is offered, on which the numbers of the second and third tens are written (11, 12, 13, etc., 21, 22, 23, etc. ") and a number of tasks are given for various types of classification of these numbers For example, a) put the numbers of the 2nd ten to the left, and the 3rd to the right; b) alternately put one number from the 2nd ten, the next from the 3rd, etc.; c) find and put the numbers 11 and 21, to say how these numbers differ, etc.

3. Schulte table. This table allows you to carry out a variety of exercises for patients with numbers. For example, a) find and consistently show numbers from 1 to 25 (for children from 1 to 10 or 15) and vice versa - from 25 to 1; b) find and show even numbers; c) find and show odd numbers; d) show all numbers that are greater than (less than) 10, etc.

All these and a number of other similar methods and techniques contribute to:

Organization of the patient's behavior;

Restoration of arbitrary understanding;

Inhibition of impulsive actions;

revitalization of activities;

Programming activities;

Restoring awareness of one's own actions.

For children, these methods also work to restore knowledge of numbers, their sequential series. All these methods and exercises are applied on / stages training and are aimed at updating (disinhibiting) general knowledge about the number.

On theIIstages you can move on to solving special problems of restoring the account and, above all, to restoring the understanding of the composition of the number, the relationship of numbers to each other. In this case it is good to use programmed restorative learning method sick composition number. As a material, you can again use the Schulte table and the numbers written on cardboard cards, and as techniques, add and subtract. …

After the joint development of the first written program, an attempt is made to transfer the patient to work with the program using loud speech, reproducing and performing operations from memory, and at the end - at the level of inner speech, i.e. "inwardly". After that, they move on to the next program, which solves other problems. Instruction: I will read, and you listen carefully, and then do the task I read, then repeat the task and do it again. Below we describe several programs for operations with a number.

Program No. 1

1. Show the first two numbers in the table (1 and 2).

2. Write them down in your notebook.

3. Add them (1 + 2) and write down the amount.

4. Show the next two numbers (3 and 4).

5. Write them down in your notebook.

6. Add them up and write down the amount.

7. Continue to work up to the number 10.

Program No. 2

1. Look at the first amount written down (3) and at the table of numbers; say what numbers this sum came from.

2. Perform this action again: add these numbers and

write the amount.

3. Look at the next sum (7) and also say,

What numbers make up the number 7.

4. Perform this action again: add these numbers and

write the amount. Etc.

After repeated work on these programs, and making sure that the patients understand and understand the actions, you can move on to the next program.

Program No. 3

1. Write down the numbers from which you got the number 3. Write it down. Perform the addition action.

2. Write from what other numbers you can get this number. Now fold it up.

3. Write down the numbers from which you got the number 7. Write it down, and now add it up. Etc.

After a long work with materialized visual supports (a table, cards with numbers, etc.), you need to gradually move on to working in terms of oral speech and, of course, with the numbers that you have already worked with in previous programs. …

In one stack of cards in the patient's field of vision are the numbers from 1 to 10, in the other - from 10 and beyond. The patient is given the task - to make the number 25, to find the right numbers for this. A sample is given: 5=3 and 2; 4 and 1; 1, 1, 1, 1, 1. The task is to find the composition of other numbers. It is necessary to work a lot and for a long time with variant methods with numbers to restore the understanding of the number, its composition and the interaction of numbers. …

Method for analyzing the bit structure of a number. Work begins with the numbers of the 2nd ten. Before the patient should lie cards with numbers from 1 to 9 and cards with the numbers of the second ten (11, 12, 13, 14, etc.) and the program. The program should be written in large letters, highlighting the main words indicating the operation to be performed. …

After a long cooperation with the patient, the teacher transfers the patient to independent activity, in which he must strictly perform all the operations of the program. Subsequently, the programs are assimilated by the patient, reduced in terms of the composition of operations, many of which fall out (that is, they are already performed “in the mind” and automated). Similar work is being done on all categories and classes with a gradual transition to them.

Restorative education of children is carried out according to the same programs (or their variants), but the program is read by the teacher, consistently giving the task (operation) to the child, explaining it. All this work is good to give play character, and it is better to work not individually with each child, but with a group (2-3 people). It is useful to use methods such as competition method, help method one child to another cross-check method(when each participant checks their own work and the work of other group members). Bit Grid Method is used to restore the understanding of the role of zero in a number, understanding its quantitative essence - zero means the absence of something (some kind of digit). Long-term work with the digit grid, the location of zero in different digits with the same digit and with different digits contributes to the restoration of understanding of its place and role in the number.

For younger children (older preschoolers and younger schoolchildren), it is good to use another method first - specific quantity conversion method objects into an abstract number by playing with objects and the numbers that represent them. For this, 2 matchboxes are given (later 3, etc.); in the 1st of them there are always 10 matches (or buttons, etc.), and in the other the number of matches changes - then one, then five, etc. The number 1 is pasted on the first box, and cards with different numbers are placed on the second box each time. First, the child must open the box, look at its contents, count the matches, feel them and close the box. After this action, the child already knows what and how much is in this box (10 matches) and that we denote this quantity by the number 1. This means that here 1 \u003d 10. We add a second box to this box, on which 5 is written, then 3, etc. units, and the child must name the numbers obtained by folding the boxes. Work goes first conjugate with the teacher, then conjugated-reflected and in the end reflected and independent. After a long work on this method, you can proceed to work with the bit table, i.e. from the material form of work to materialized in the form of schemes. These methods form the concept of a number in a child - its composition and capacity, understanding the dependence of a number on its place in the bit grid (table). …

Imethod group. Classification method(its different variants) - directed and free classification on verbal and non-verbal (picture) material; analogy search method- "The fourth extra."

IImethod group. These methods relate to the restoration of the activity planning process: paraphrase method plot pictures and texts, planning method to the retelling essay planning method(oral and written), plot picture series method(unfolding, storytelling, drawing up a plan), storytelling method according to a given and own plan, etc.

These and a number of other methods, which we have described in detail in other works, precede the start of account recovery, and then are used in parallel with the account recovery work.

A smooth transition from this group of methods is method for solving arithmetic problems. In this method, firstly, the condition of the problem (its content) is the semantic background for working with numbers. Secondly, the numbers in the problem are objectified. This is good for restoring understanding of concrete numbers and can serve as a transition for restoring activities with a symbol, with abstract numbers. This method should be used with its gradual complication, ...

…. Psychological entity of this method lies in the fact that in the arithmetic problem the numbers are in a semantic context represent quantitative characteristics of objects(objects, phenomena) and are inextricably linked with the subject. This kind of everyday experience is fixed and proceeds at an involuntary level. The method of translating an arithmetic problem into arithmetic operations (examples) is a series of programs consisting of sequential operations. Work according to the programs is first performed by the patient in cooperation with the teacher, later - independently.

Program No. 1

Instructions: You will solve the problem, but first read the program gradually and complete each task.

1. Read the problem.

2. Repeat it.

3. Say how many (apples) ... were in the problem

4. Tell me, how many (pears) ... were there.

5. Say what you need to know.

6. Write down the condition of the problem - write down only the numbers (a sample is given).

7. Solve the problem.

8. Explain why you chose this.

9. Check the correctness of the solution. …..

How to correct dyscalculia? Simple exercises and brain training from CogniFit ("CogniFit") help stimulate neural networks involved in the language of numbers or digital language.

This exercise program was created by a team of neuroscientists and cognitive psychologists who specialize in developmental disorders. It allows parents, educators and researchers to identify cognitive impairments and help correct them.

• CogniFit has become one of the auxiliary reference tools in the diagnosis and correction of learning disabilities because it evaluates and helps to reduce the specific difficulties associated with the learning process.
• The exercises are tailored to each child's cognitive characteristics, helping them to reduce errors related to operational and preoperative thinking, matching, reversing, classification, ordering, and seriation.
• The program is easy to use and accessible to parents and mentors who do not have special training in cognitive testing and stimulation.
• CogniFit exercises and games for dyscalculia are recommended children from 6 to 13 years old and available online. For training, you need only 20 minutes 2-3 times a week.

CogniFit Technology

Scientifically sound

Exercises to correct dyscalculia

1

Cognitive screening: Comprehensive testing and diagnostics of the user's cognitive functions, automated report on cognitive impairment.

2

Battery of personalized clinical exercises: An automated correction strategy aimed at stimulating damaged neural networks.

3

Development of new brain resources and strategies: Improve the ability to deal with multiple problems associated with dyscalculia.

Dyscalculia: definition

What is dyscalculia? This is a specific developmental disorder of biological origin. associated with the inability to learn arithmetic and mathematical sciences in general. It is often referred to as "mathematical dyslexia". This pathology does not depend on the level of intellectual development of the child or on the applied pedagogical methods. The difficulty lies in the inability to interpret digital symbols and the difficulty in calculations - addition, subtraction, multiplication and division. Child with dyscalculia confuses numbers and signs, cannot count mentally and work with abstraction. It is difficult for such children to do lessons and tasks related to mathematical calculations.

Dyscalculia is a dysfunction of the neural connections that process numerical data., which complicates the work of the areas of the brain responsible for accessing and processing digital information.

Dyscalculia occurs in 3-6% of schoolchildren, in an equal ratio between boys and girls.

How does dyscalculia affect the brain?

Dyscalculia is neuronal dysfunction in the intraparietal sulcus of the brain. As a result of this dysfunction, a cognitive disorder develops, psychopathology, dyscalculia, and neurobiological mechanisms of which are similar. Dyscalculia usually identified with ability deficits: The psychopathology of ADHD and the regulation of the sleep-wake cycle have similar neurobiological mechanisms.

• Focused attention (concentration)

  : A violation of this ability is associated with . In addition, a structural deficiency in this network of neural connections is also associated with and negatively impacts a child's ability to solve mathematical problems.

• Divided attention

  : This ability is very important as it allows you to follow multiple stimuli at the same time. Children with dyscalculia find it difficult to easily respond to a particular stimulus because they cannot focus, are distracted by extraneous stimuli, and get tired quickly.

• working memory

  : This skill refers to the ability to temporarily retain and manage information while performing complex tasks. If this ability is impaired, children cannot follow instructions, forget instructions and tasks, are not motivated, constantly distracted, do not remember numbers and cannot count in their minds, etc.

• short term memory

  : This is the ability to retain a small amount of information in the head for a short period of time. Violation of short-term memory makes it impossible to solve mathematical problems and perform calculations and calculations. In addition, such children cannot remember numbers or the multiplication table.

• Memory for names

  : the ability to recall a word or number and then use it in the lexicon. Children with dyscalculia have difficulty remembering numbers because their level of information processing and memory for names are underdeveloped.

• Planning

  : due to low level With this cognitive ability, it is difficult for such children to understand the conditions and meaning of a mathematical problem, which is why they cannot solve it correctly.

• Information processing speed

  : we are talking about the time that our brain spends on receiving information (number, mathematical operation, task), understanding and solving it. Children without learning disabilities perform this process quickly and automatically, while a dyscalculic child spends more time processing data and stimuli.

The figure above shows the area of ​​the brain affected by dyscalculia. CogniFit is a professional toolkit that allows you to perform a complete user cognitive screening. The program identifies impaired cognitive abilities and automatically offers personalized batteries of clinical exercises with which you can stimulate neural connections weakened by dyscalculia.

Correction of dyscalculia

The most effective intervention for dyscalculia, and also at , is an early diagnosis. The sooner we identify the problem and give children the tools they need to adapt to learning, the more likely we are to avoid problems with academic failure, low self-esteem, or more serious impairments.

It is confirmed that the exercises that CogniFit offers are effective in the correction of this pathology. Thanks to neural plasticity can compensate for impaired brain functions, which enables children to develop new strategies to help them cope with dyscalculia-related math difficulties.

CogniFit exercises to stimulate the brain of children with dyscalculia assess the level of cognitive impairment and automatically select a personalized correction program for each user, which, through exciting games and clinical brain exercises, helps to stimulate areas of the brain with structural damage, concentration or focused attention, divided attention, working, visual and short-term memory, memory for names, information processing speed , planning, etc.

The program was developed by a team of scientists, neuroscientists and psychologists based on the latest scientific discoveries in the field of the brain and presented in the form of simple games, the level and complexity of which automatically adapts to the cognitive profile and age of each user. You can play on any computer with internet access. The games are simple and visually appealing. This is a fascinating process that helps to effectively correct dyscalculia.

What is the cause of dyscalculia? There is a huge amount of research done with neuroimaging techniques. This technique allows you to visualize the work of the brain and the central nervous system. Through these images, it can be seen that the deficits in neuronal connections associated with dyscalculia are mainly seen in the parietal lobe of the brain responsible for digit processing. In addition, for correct mathematical or arithmetic calculations, the correct functioning of such departments as the prefrontal cortex, cingulate cortex, posterior temporal lobe and numerous subcortical zones is also important.

Dyscalculia is congenital disorder, i.e. has a genetic component. Usually, one of the parents of a dyscalculic child also has difficulty learning math.

One of causes of dyscalculia associated with:

• Cognitive deficits in mental representation of numbers

  : this is a neural error that does not allow you to correctly represent numbers in your mind, makes it difficult to decipher digital information and understand the meaning and significance of mathematical problems and calculations.

• Cognitive deficits that make it difficult to access information stored in the brain

  : In children with dyscalculia, certain neural networks are impaired, making it difficult to access digital information. The principle of operation of these neural networks in dyscalculi is different: neural connections follow alternative routes.

There are also other possible reasons, Related- these are neurobiological disorders and brain damage, neurological growth problems, psychomotor disorders, as well as memory and environmental problems, namely, maternal alcohol or drug abuse during pregnancy or premature birth of a child.

Signs and symptoms of dyscalculia

Dyscalculia is associated with various mathematical difficulties, and their signs and symptoms depend on the age of the child. Symptoms may vary from child to child.

Dyscalculia can be identified as early as preschool age when the child begins to develop arithmetic abilities, its symptoms persist into childhood, adolescence and even adults.

As the child develops, the difficulties become more apparent, however no need to wait for serious problems to take action. With dyscalculia, it is important to detect it in time, so both parents and teachers should be on the lookout for difficulties and symptoms that may indicate this disorder.

The sooner we offer these children the tools they need to adapt to learning, the more likely they are to optimize their mental resources and strategies for learning.

Symptoms of dyscalculia in preschool age:

• Problems

  with training account

  .
• Problems related to

  understanding what numbers are.

• Failure to classify and measure:

  it is difficult to correlate numbers and numbers with the real life situation, for example, associate the number "2" with the possibility of having 2 caramels, 2 books, 2 plates, etc. …

• Issues with numeric character recognition

  , for example, the inability to associate the number "4" with the concept of "four".

• Misspelling

  numbers when writing or dictating them.

• Form errors:

  confuse, for example, 9 with 6 or 3 with 8.

• Mangling handwriting:

  such children can write numbers upside down.

• Sound bugs:

  confuse numbers that sound similar. For example, "nine" and "ten"

• Problems when listing numbers in order:

  repeats the same number twice or more.
• When asking a child with dyscalculia

  count, for example, from one to five and stop

  , very often he is not able to determine the limit, having reached five, and therefore continues to count.

• Omission:

  This is a very common problem and is that one or more digits of the same series are missing.

• Order-related symptoms:

  another sign of dyscalculia is that when we ask the child to start counting from, for example, 4, he cannot start from that number and lists the whole sequence in a low voice or writes it down.

• They have difficulty recognizing and classifying objects

  by their size and shape.

• Problems with recognition of arithmetic symbols:

  such children confuse, for example, the signs "+" and "-", cannot correctly use these and other symbols.
• Inability to learn or remember

  the simplest mathematical structures,

  for example 1+2=3.
• Can't recognize phrases like

  "greater than" or "less than"

• Often used

  counting fingers.

• Difficulty remembering and remembering order or

  rules of simple operations.

  They skip steps, do not understand the exercise being performed.
• start

  operations in the wrong order.

  For example, they begin to add and subtract in reverse, from right to left.

• Experiencing problems with coordination of operations:

  for example, an addition operation presented in horizontal form cannot be solved in vertical form. They also get confused when multiplying by a column and dividing numbers, confusing columns of numbers in places.

• It is also difficult for children with dyscalculia add and subtract in columns.

  This is because the dyscalculic child misunderstands the series of numbers and does not understand what the decimals are.

• Problems with logic and rationale:

  a very common mistake is when the result of added numbers exceeds the sum of these numbers.

• Bad mechanical memory:

  dyscalculi cannot remember and remember the multiplication table, it is very difficult for them to remember even a phone number.

• Difficulties with simple mental calculations.

• Misunderstanding of the problem statement.

  They do not understand the task as a whole, they cannot keep various data in mind, even if the task is presented visually using pictures or drawings.

• Symptoms associated with the process of reasoning when solving mathematical problems:

  It is difficult for them to connect concepts among themselves, they cannot distinguish important information from secondary. Have difficulty solving problems that require several steps to achieve a result.

• There may also be more general symptoms.

  , for example, cannot recognize the date and time, are often lost, as their ability to navigate is impaired.

• are experiencing

  daily difficulties with mathematical calculations

  , it is difficult for them to calculate expenses, give change, plan budget expenses, etc.
• Problems with

  measuring variables

  , for example, if you need to measure 500 g of rice, 250 ml of milk, 1/3 kg of flour ...

• Problems with orientation

  , it is very difficult for them to follow the signs, they are often lost.

• Uncertainty when solving simple math problems

  and little creativity with numbers. They do not understand how to solve the problem in different ways or using different formulas.
• Difficulties with

  understanding charts

  , numerical tables and even maps.

• They usually drive very badly

  because they can't calculate speed and distance.

It is important to note that not all children with math problems have dyscalculia, it is important to understand and identify the frequency of these symptoms. In addition, dyscalculia is not always associated with mathematical operations, children with dyscalculia may also have difficulty with daily affairs and joint games.

Although the symptoms of dyscalculia often coincide with those of various kinds dyslexia, there are five types of dyscalculia which we will consider next.

• Verbal dyscalculia

  : This type of dyscalculia is characterized by difficulty naming and understanding orally presented mathematical concepts. Children can read and write numbers, but do not recognize them by ear.

• Practicognostic dyscalculia

  : This type of dyscalculia is characterized by difficulties in translating abstract mathematical concepts into real ones. Those suffering from this type of dyscalculia are able to understand mathematical categories, but they find it difficult to count, compare objects, and solve mathematical problems.

• Lexical dyscalculia

  : Has trouble reading math signs, numbers, and math expressions or equations. A child with this kind of dyscalculia may grasp math-related concepts when they are spoken about, but have difficulty reading and understanding them.

• Graphic dyscalculia

  : This is the difficulty in writing mathematical symbols. Children with this type of dyscalculia are able to learn math concepts, but they have difficulty reading or writing them, and they don't know how to use math signs.

• Ideognostic dyscalculia

  : This is the difficulty in performing mental operations without using numbers to get the final result, as well as in understanding concepts or ideas related to mathematics or arithmetic. In addition, a child with ideognostic dyscalculia has difficulty remembering mathematical concepts that have already been learned.

• Operational dyscalculia

  : This type of dyscalculia is characterized by problems when performing arithmetic operations or mathematical calculations, both verbally and in writing. A person suffering from operational dyscalculia can understand numbers and the relationship between them, but it is difficult for him to work with numbers and mathematical signs when counting.

Games and exercises for children with dyscalculia in the family circle.

Diagnosing dyscalculia is not easy, most schools do not have a well-established system for identifying disorders in students and there is no way to help them necessary funds. Therefore, the responsibility lies primarily with the families themselves, who must be on the alert at the first symptoms of pathology. You must immediately contact a specialist for a diagnosis. If you suspect your child has dyscalculia, you can also perform cognitive testing with CogniFit's Cognitive Stimulation Exercises for Children with Dyscalculia. Violations of such cognitive abilities such as: Focused attention, Divided attention, Working memory, Short-term memory, Memory for names, Planning or Processing speed may indicate dyscalculia.

Once the diagnosis is made, it is very important to motivate children and show them that they have abilities in other areas, and that patience and hard work will help them succeed. Therefore, it is very important to study with them at home, to visually explain mathematical problems to schoolchildren and give them time to understand them. We offer you several fun home games and exercises that can help children with dyscalculia:

• cook together

  : Study with your child the recipe for the dish you are going to cook and ask him to prepare the necessary ingredients. For example, we need 1/5 kg of lentils, 3 carrots, 3 onions, 6 pieces of sausage. Cut vegetables into 5 pieces, etc.

• play with the clock

  : Ask the child to tell you a certain time, praise him, say that he is an adult and responsible, reward the child.

• Go to the supermarket together

  : Let him help you with shopping, play a game with him - let him guess how much and what products you are going to buy, let him put the products in the basket.

• Discuss prices with your child

  : If we want to save money, what yogurts will we buy? Those that cost 1.00€ or 1.30€? Celebrate a successful purchase by praising your child for helping out.

• Play "Guess the Bunch"

  : Make piles of stones, vegetables or coins and try to guess which one is bigger or smaller. You can also guess how many stones or coins are in the "pile". Guess together - the one who names close to the correct number wins.

• Play by counting

  : Count, for example, all the red cars that you meet on your way, or people in white shoes, count the steps or stairs that you climb, etc.

• Find the numbers

  : While you are walking, play number games with your child, for example, ask him to find the number 7 among house numbers, car license plates, etc.

• Play phone numbers

  : For example, tell the child that you need to call your grandmother and ask him to remember the first three digits of her phone, and remember the rest yourself. Call together, and if the child correctly named the numbers, celebrate it.

• Ask your child to help you distribute the amount of something

  : How to divide the cake into 4 identical parts for four family members?

• Play while setting the table

  : Place and distribute plates, cutlery, glasses, napkins, bread, etc. on the table. So that the child understands that everyone needs a complete set.

• Play with CogniFit

  : This is a great way to stimulate weakened brain functions, while the child will not even guess about it! He will just play and have fun!

• play shop

  : Imagine that the child is a seller in a store. He needs to choose the things in the house that he wants to sell you and set the price, as well as write it on the price tag. You are a buyer. This is a very useful game with which you can repeat numbers, addition, subtraction with your child. You can even use money. This is a very fun approach to have fun with family and learn while playing.

Dyscalculia has a lot in common with dyslexia, both of which are genetic and are associated with cognitive impairments that cause difficulty learning to read and do arithmetic.

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Peretz C, AD Korczyn, E Shatil, V Aharonson, Birnboim S, N. Giladi - Basado en un Programa Informático, Entrenamiento Cognitivo Personalizado versus Juegos de Ordenador Clásicos: Un Estudio Aleatorizado, Doble Ciego, Prospectivo de la Estimulación Cognitiva - Neuroepidemiología 2011; 36:91-9.

Thompson HJ, Demiris G, Rue T, Shatil E, Wilamowska K, Zaslavsky O, Reeder B. - Telemedicine Journal and E-health Date and Volume: 2011 Dec;17(10):794-800. Epub 2011 Oct 19.

Preiss M, Shatil E, Cermakova R, Cimermannova D, Flesher I (2013), el Entrenamiento Cognitivo Personalizado en el Trastorno Unipolar y Bipolar: un estudio del funcionamiento cognitivo. Frontiers in Human Neuroscience doi: 10.3389/fnhum.2013.00108.