Dyscalculia and Mathematical Reasoning

Deficits in innate number sense

Dyscalculia, often called "number dyslexia," is a specific difficulty in processing numerical information and performing arithmetic calculations.

At its core is not a general lack of logic, but a disturbance in number sense, an innate ability that allows us to perceive quantities intuitively (knowing which pile is larger without counting).

The student with dyscalculia lacks this intuition, forcing him or her to rely on inefficient manual counting for even very basic operations.

Symptoms include the inability to memorize numerical facts (such as multiplication tables), difficulties in understanding the place value of numbers, or constant errors in the mechanics of operations (adding instead of subtracting).

Unlike math anxiety, which is emotional, dyscalculia is a structural cognitive block that prevents automating numerical facts, making mathematics an unintelligible language for the student.

Manipulative and functional intervention

To address dyscalculia, traditional teaching based on abstraction and memorization is ineffective. Intervention must descend to the concrete and manipulative level.

Physical materials (blocks, rulers, abacuses) are used so that the student can "touch" the quantities and physically understand what it means to add or divide.

Visual and tactile representation is the necessary scaffolding for building later abstract concepts. In addition, the approach must be functional.

Since mental calculation will always be a weak point, the student is trained in the efficient use of the calculator and mathematical reasoning applied to daily life is prioritized: money management, understanding of time (clocks), measurements and estimations.

The objective is for the student to acquire mathematical competence for daily survival, allowing the use of external tools for the mechanics of calculation, thus fre