«Waiting is the wrong strategy for dyscalculia»

Ms Kucian, what exactly happens in the brain of a child with an arithmetic disorder when they are asked to solve a maths problem?

Humans need a complex neuronal network that includes a wide variety of brain areas in order to solve a maths problem. Using imaging techniques, we were able to show that children with dyscalculia, i.e. an arithmetic disorder, are less able to activate the regions of this network that are most important for arithmetic. On the other hand, children with dyscalculia show increased activity in regions that are more responsible for higher-level cognitive processes, such as attention. Over time, children without dyscalculia learn to process maths tasks in an increasingly automated way and only need the core areas of their brain to do so. In children with dyscalculia, on the other hand, we do not observe this focussing of brain activity on these core areas.

At what age do the first symptoms of dyscalculia appear? And what should be done then?

The first signs of dyscalculia appear very early - before children start school. For example, preschool children experience difficulties when comparing quantities or counting. The problems only become apparent when they start school: those affected increasingly calculate by counting. They use their fingers for this. Counting backwards as well as transitions of tens are difficult, arithmetic symbols are mixed up and numbers are transposed. Another important indication of dyscalculia is that the problems with arithmetic cannot be solved despite intensive learning. However, most children are only diagnosed at a late stage. As a result, they experience years of failure and frustration at school, which can lead to severe emotional and psychological problems. Teachers and parents should therefore keep a close eye on the child's numerical development and consider a targeted dyscalculia assessment if there are any abnormalities.

Is dyscalculia treatable?

It is extremely important that children with dyscalculia are identified as early as possible in order to stop the negative downward spiral of failure and increasing psychological stress. Waiting is the wrong strategy. We know that dyscalculia is a persistent learning disorder and remains untreated into adulthood. The earlier a child can be given targeted support, the better the chances of success!