What is the dyslexia number?
The number of dyslexia, also called dyscalculia, is a condition in which the person has difficulty in perception and processing of mathematics and equations. Someone with a dyslexia number can transpose numbers or interchange symbols such as + or x.
The state can be diagnosed by a teacher or a professional specializing in learning disabilities. For diagnosis of dyslexia numbers, a person can evaluate how a student processes basic skills, such as counting or performing simple equations such as adding and multiplication. The professional can also explore the student's ability to measure objects, both physical and abstract, such as passing minutes. To be a diagnosis, the real ability of the student compares with the expected ability for her age or degree.
The number of dyslexia is presented differently depending on the student's age. A very small child can fightt to count or understand the connection between the number and objects. For example, a 3-year-old may not understand what "three candies" mean. Preschoolers and very small children with dyscalculia can also logically connect objects. For example, it may be difficult for them to group red objects or cone -shaped objects.
As a child with the number of dyslexia aging, it will most likely have difficulty understanding the foundations of mathematics or committing the facts of mathematics, such as when to add, deduct or multiply, into memory. Learning the meaning of mathematical words, such as multiplication, is difficult for an older student with dyscalculia. Measurement and problem solving is also a challenge.
adults with condition have some problems with everyday tasks. For adults with a dyslexia number, it may be difficult to estimate the cost of food or a trip to the Grocery Store before it gets to the check -in lane. Stick to the budget or exportThe check book is also a fight. An adult with dyscalculia may have trouble getting to places as planned or understand how long it will take to complete the task.
The state can be treated by learning where the student has strengths and weaknesses. Because people with dyscalculia usually try to understand abstract concepts such as time, many benefit from focusing on specific objects, such as measurement of distance rather than measurement of minutes. People who have difficulty understanding benefit from the fact that these concepts will be fully explained and by asking questions at any time they encounter difficulty.