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Combine (Diskalkulia)

Dyscalculia is a learning disability that affects an individual's ability to understand numbers and learn math skills. It can cause difficulties with understanding concepts like numbers, time, sequencing, and patterns. Dyscalculia has been linked to genetic factors as well as environmental factors like premature birth or brain injuries. It is a disorder distinct from difficulties with math due to dyslexia, as individuals with dyscalculia have problems specifically with numerical reasoning and concepts rather than language-based reasons for struggling with math. Dyscalculia is characterized by challenges with number sense, memorizing math facts, and performing mathematical calculations.

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192 views

Combine (Diskalkulia)

Dyscalculia is a learning disability that affects an individual's ability to understand numbers and learn math skills. It can cause difficulties with understanding concepts like numbers, time, sequencing, and patterns. Dyscalculia has been linked to genetic factors as well as environmental factors like premature birth or brain injuries. It is a disorder distinct from difficulties with math due to dyslexia, as individuals with dyscalculia have problems specifically with numerical reasoning and concepts rather than language-based reasons for struggling with math. Dyscalculia is characterized by challenges with number sense, memorizing math facts, and performing mathematical calculations.

Uploaded by

shivani4598
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as PPTX, PDF, TXT or read online on Scribd
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MASALAH MATEMATIK (DISKALKULIA)

SOFI OSS KESI CHUM YUAN YAN

Masalah matematik (diskalkulia) dari aspek ciri-ciri dan punca berlakunya masalah.

Some dyslexics can be extremely successful Mathematicians Miles And Miles

DISKALKULIA
DEPARTMENT FOR EDUCATION AND SKILLS

(UK) & BRITISH DYSLEXIA ASSOCIATION

Dyscalculia is a condition that affects the ability to acquire mathematical skills. Dyscalculia learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.

Sharma (1990) (a pioneer in the study of

Dyscalculia)

Dyscalculia refers to a disorder in the ability to do or learn mathemathics, examples: difficulty in number conceptualisation, understanding number relationships and difficulty in learning algorithms and applying them.

Dyslexia Association of Ireland :


The language of maths. Some students struggle to read and understand the vocabulary in maths questions, and therefore dont know what task they are being asked to do. Many different words can be used to describe the same action, e.g. add, increase, plus, total.

Sequencing.
The learning of maths is very sequential, but to successfully complete many maths problems a very strict sequence must be followed. Learning times tables is all about learning a strict sequence of information. Orientation. Difficulties with orientation and direction can lead to confusion of maths symbols. Some people with dyslexia show weakness in the Coding subtest in the assessment meaning that they struggle to decode symbols accurately and quickly. Memory. There are many facts, figures, tables and formulas which have to be learnt and recalled accurately.

Confidence.
A lack of confidence in their own maths ability can exacerbate the above difficulties.

LEARNING DISABILITIES ASSOCIATION OF AMERICA (LDA)


Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing

Has difficulty understanding and doing word problems

Has difficulty sequencing information or events


Exhibits difficulty using steps involved in math operations Shows difficulty understanding fractions Is challenged making change and handling money Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing Has difficulty putting language to math processes Has difficulty understanding concepts related to time such as days, weeks, months, seasons,

quarters, etc.

Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems

Punca-punca berlakunya diskalkulia

Faktor keturunan/genetik
wujud sejak lahir atas faktor genetik. gangguan genetik seperti sindrom Turner sindrom Fragile X, sindrom Velocardiofacial, sindrom Williams kecederaan pada otak sebelah kiri berdekatan dengan telinga kerana otak kiri berfungsi menterjemahkan angka-angka

Faktor alam sekitar


Secara umum ianya disebabkan oleh kesukaran semasa dilahirkan, seperti lahir tidak cukup bulan, penggunaan alkohol semasa kehamilan, kekurangan oksigen semasa dilahirkan atau kelahiran yang amat menyukarkan Semua faktor ini adalah berkemungkinan menjadi punca kelambatan atau ketidaksempurnaan perkembangan sebahagian daripada kerosakan otak yang menyebabkan kanak-kanak tersebut menghadapi masalah belajar diskalkulia (Hammond & Hughes, 1996)

BANDING BEZAKAN MASALAH MATEMATIK DALAM DISLEKSIA DENGAN MASALAH DISKALKULIA

Persamaan
MASALAH MATEMATIK DALAM DISLEKSIA MASALAH DISKALKULIA

Berkaitan dengan Matematik Menggunakan kaedah pelbagai deria untuk mengatasi masalah ini. melibatkan ingatan jangka pendek

PERBEZAAN

MASALAH MATEMATIK DALAM DISLEKSIA Kesukaran dalam pembelajaran matematik (numerasi) dan kesukaran bahasa.

ASPEK

MASALAH DISKALKULIA
Kanak-kanak diskalkulia menghadapi masalah dalam memahami konsep nombor yang mudah, kekurangan kefahaman intuisi terhadap nombor dan bermasalah dalam mempelajari fakta nombor dan prosedurprosedur.

DEFINISI

Lemah dalam beberapa kawasan sahaja (bahasa & matematik) Boleh memahami konsep matematik .

KELEMAHAN

Terlalu lemah dalam subjek matematik. (spesifik)


Mempunyai tahap kognitif dan kemahiran bahasa yang normal dan boleh mendapat pencapaian yang baik dalam semua subjek kecuali subjek yang

KELEBIHAN

Kerencatan otak, masalah neurologi dan genetik

FAKTOR

Congenitial disorder genetik & kecederaan otak pada bahagian yang tertentu.

Ingatan jangka panjang dan jangka pendek, turutan, menentukan arah, kesukaran dalam simbol-simbol matematik & abjad, kesukaran dalam kefahaman bahasa, lambat dalam pemprosesan maklumat

MASALAHMASALAH YANG DIHADAPI

Ingatan jangka panjang dan jangka pendek dalam matematik sahaja, pengiraan, Masalah pembelajaran fakta matematik (penambahan, penolakan, pendaraban), Tidak biasa dengan perbendaharaan kata matematik, Mengelakkan permainan yang memerlukan strategi.

Sumber
NOTA PN.LIEW (MATHEMATICS FOR DYSLEXICS-INCLUDING

DYSCALCULIA)-THIRD EDITION CHINN & ASHCROFT

http://www.ldanatl.org/aboutld/parents/ld_basics/

dyscalculia.asp http://www.bdadyslexia.org.uk/aboutdyslexia/schools-colleges-anduniversities/dyscalculia.html http://www.ldonline.org/article/13709/ http://www.dyslexia.ie/information/informationfor-parents/dyscalculia-and-maths-difficulties/

http://www.aboutdyscalculia.org/cau

ses.html http://www.learninginfo.org/dyscalcu lia.htm http://www.ldinfo.com/dyscalculia.ht m

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