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 today 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.
Professor Diana Laurillard, another co-author and a member of CEN from the Institute of Education (IOE), University of London, said: "Just because dyscalculia is inherited it does not mean that there is nothing that can be done about it. As with dyslexia, specialized teaching can help. At the IOE we have developed software resources specifically to help children with dyscalculia, based on brain research showing exactly what problems the brain is having."
One of the main challenges of the effort to understand dyscalculia, is for scientists from these very different disciplines to understand each others' methods and results. The creation of interdisciplinary and inter-institutional centres to promote joint work, such as the Centre for Educational Neuroscience established by UCL (University College London); the Institute of Education, University of London and Birkbeck University of London, aims to address this challenge.
Professor Laurillard added: "Results from neuroscience and developmental psychology tell us that dyscalculic learners need to practice far more number manipulation tasks than mainstream learners. Adaptive, game-like programs that focus on making numbers meaningful, emulating what skilled SEN teachers do, can help learners practice beyond the classroom and build the basic understanding they need to tackle arithmetic."
Notes for Editors
1. For more information or to interview Prof Brian Butterworth or Professor Diana Laurillard, please contact Clare Ryan in the UCL Media Relations Office on tel: +44 (0)20 3108 3846, mobile: +44 07747 565 056, out of hours +44 (0)7917 271 364, e-mail: firstname.lastname@example.org.
2. IOE press office contacts: Diane Hofkins on +44 (0)20 7911 5423 email: email@example.com or James Russell on +44 (0)20 7911 5556 firstname.lastname@example.org
3. "Dyscalculia: From Brain to Education" is published online today in Science. Journalists can obtain copies of the paper by contacting UCL Media Relations.
What is dyscalculia?
Examples of common indicators of dyscalculia are (i) carrying out simple number comparison and addition tasks by counting, often using fingers, well beyond the age when it is normal, and (ii) finding approximate estimation tasks difficult. Individuals identified as dyscalculic behave differently from their mainstream peers, for example:
About UCL (University College London)
Founded in 1826, UCL was the first English university established after Oxford and Cambridge, the first to admit students regardless of race, class, religion or gender, and the first to provide systematic teaching of law, architecture and medicine. UCL is among the world's top universities, as reflected by performance in a range of international rankings and tables. Alumni include Marie Stopes, Jonathan Dimbleby, Lord Woolf, Alexander Graham Bell, and members of the band Coldplay. UCL currently has over 13,000 undergraduate and 9,000 postgraduate students. Its annual income is over £700 million. www.ucl.ac.uk
About the IOE (Institute of Education)
The Institute of Education is a college of the University of London that specialises in education and related areas of social science and professional practice. In the most recent Research Assessment Exercise two-thirds of the Institute's research activity was judged to be internationally significant and over a third was judged to be "world leading". The Institute was recognised by Ofsted in 2010 for its "high quality" initial teacher training programmes that inspire its students "to want to be outstanding teachers". The IOE is a member of the 1994 Group, which brings together 19 internationally renowned, research-intensive universities.
About the Centre for Educational Neuroscience (CEN)
The CEN came into being in 2008 as a transdisciplinary, collaborative effort involving leading academics in their fields from University College London, Institute of Education and Birkbeck College. As a virtual centre it has run a series of discussion seminars, practitioner workshops, and international conferences and is moving to run a Masters level degree in Educational Neuroscience from October 2011. The CEN is planning to begin stand-alone research and will publish the first 'Handbook of Educational Neuroscience' with Wiley-Blackwell in early 2012. www.educationalneuroscience.org.uk
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