2. Definition Dyscalculia refers to the difficulty to understand math concepts and to perform math operations. Prevalence is estimated to be between 3-6 percent of the population.

3. Characteristics Difficulty understanding the concept of numbers Difficulty understanding the arithmetical signs Difficulty adding or subtracting numbers Difficulty remembering sequences Difficulty telling the time Difficulty following directions they may reverse or transpose numbers

4. How to identify students with dyscalculia It is possible for evaluators to determine if a child has dyscalculia through general types of diagnostic math assessments, reviews of student work, and cognitive assessments. Dyscalculia Screener is a PC-based program designed for educators and therapists seeking to identify dyscalculic tendencies in their students, ages 6-14

5. Causes Weakness in visual processing Deficits in working memory Difficulty sequencing or organizing information Developmental problem associated with the inferior parietal lobe. Genetic factors. Developing a phobia of math

6. Instructional Techniques and Accommodations Always move from instruction to restricted practice, in which it is hard for the pupil to make an error. Ask lots of specific questions to explore learning. Constantly change the methods of teaching to suit the situation. Correct all errors and give hints rather than straight answers.

7. Instructional Techniques and Accommodations Encourage shared learning. Use visuals and key words as reminders of the whole skill or topic that has been taught. Use a multisensory approach: free math songs http://www.kidsknowit.com/educational- songs/index.php?topic=Math http://www.songsforteaching.com

8. References Badian, 1999; Gross-Tsur et al., 1996; Lewis et al., 1994 www.dyscalculia.me.uk www.ncld.org www.dyscalculia.org www.aboutdyscalculia.org www.as.wvu.edu/~scidis/dyscalcula.html