Dyscalculia and Language Deficits

Learning mathematical vocabulary, concepts, symbols, signs, and operations can be hindered by difficulties similar to those that hinder language processing. For example, people with language processing disabilities usually have problems with directionality, sequencing, and organization. Mathematical algorithms require working in an organized fashion, managing specific directions, and performing steps in the correct order.

Additionally, people with dyslexia have problems with reading, which can make decoding and comprehending mathematical language (e.g., vocabulary, symbols, signs, word problems) challenging. People with handwriting, spelling, and/or written composition disabilities might find mathematical written work difficult. Persons who have trouble expressing themselves orally will have difficulties explaining mathematics aloud, and those with listening problems might have trouble understanding mathematical skills and concepts presented orally. As a result, people are sometimes diagnosed with dyscalculia when the real problem is language processing.

The nature of mathematics is complex because there are multiple domains (e.g., algebra, arithmetic, geometry), which have many sub-domains (e.g., arithmetic: place value, basic facts, operations). Less attention has been given to dyscalculia than language disability; there is a relatively small body of knowledge regarding its etiology, incidence, and treatment. So keep in mind that it is sometimes hard to determine if math difficulties are true dyscalculia. A lot of mathematical research does not make the distinction between dyscalculia and math problems that may be due to other factors.