Children with dyscalculia often struggle in some areas of math while having no challenges or even excelling in others. These differential abilities highlight the role of specific brain regions and consequently unique subtypes of dyscalculia. By understanding these subtypes, your child can get the specific help they need.
Procedural Subtype
The procedural subtype is marked by difficulty counting, ordering, and sequencing numbers. Challenges with arithmetic procedures are present as well. Children with this subtype of dyscalculia struggle to count both forwards and backwards on a number line (e.g., count backwards by 4 from 23). They also have difficulty with the steps in long division, multiplication, and working with fractions. However, these students are able to demonstrate automatic math fact abilities. Procedural dyscalculia is linked to working memory problems (i.e., the ability to hold and manipulate information in your head while performing a task). Anxiety also tends to significantly affect abilities in this area.
Verbal Subtype
The verbal subtype is marked by challenges with quickly naming numbers and remembering math facts. Children with difficulties in this area struggle to rapidly complete single-digit addition, subtraction, multiplication, and division. These deficits are often found alongside reading and spelling difficulties, as the abilities all rely on language. However, these students are able to understand math concepts and make number comparisons.
Semantic Subtype
The semantic subtype is marked by a poor conceptual understanding of math and visual-spatial challenges. Conceptual understanding is critical for tasks such as calculating a tip in your head, where number sense allows you to convert the problem into base-10. The use of this strategy involves executive functioning. Visual-spatial deficits emerge as difficulty with estimation, aligning numbers in columns, and pattern recognition. Visual-spatial skills are also critical for being able to mentally picture word problems.
Seeking out a formal evaluation can help you determine if your child experiences one of these subtypes of dyscalculia and receive the proper support.
Reference:
Feifer, S. (2017). The neuropsychology of mathematics: An introduction to the FAM. Middletown, MD: School Neuropsych Press, LLC.