PSYCHO-PEDAGOGICAL INTERVENTIONS IN THE PREVENTION AND THE THERAPY OF LEARNING DIFFICULTIES IN THE FIELD OF MATHEMATICS - Part 2 - Volume 2 - Issue 3

Oct 15, 2026

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The study examines dyscalculia within learning difficulties, linking it to impaired psychic processes and functions, and positioning it for both prevention and therapy. Intervention models are presented through a practical component that develops personalized intervention programs. The paper frames dyscalculia alongside related terms and disorders, discusses core definitions and criteria, and outlines taxonomies to support diagnosis and guide psycho-pedagogical actions in mathematics learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

1. Introduction

2. Definitions and Conceptual Fundamentals

3. Taxonomies

Volume 2, Number 3, 2009 PSYCHO-PEDAGOGICAL INTERVENTIONS IN THE PREVENTION AND THE THERAPY OF LEARNING DIFFICULTIES IN THE FIELD OF MATHEMATICS Maria Anca, Carolina Haţegan Abstract: In the given study dyscalculia is approached in the context of learning difficulties, but also in relation with damaged psychic processes and functions. The practical part of the study describes intervention models from the perspective of dyscalculia prevention and therapymaterialized in personalized intervention programs. Key words: dyscalculia, learning difficulties, calculus difficulties, prevention and therapy 1. Introduction Dyscalculia, acalculia and arithmastenia are terms which can be found in works which are already considered classic in the field of learning difficulties, and which are used by authors like Kreindler and Fradis (1970), Borel-Maisonny (1971) or Myklebust (1960) . However, the history of the interest in the mathematics related disorders is connected to the clinical research studies in the field of aphasia. S. Henschen was among the first researchers to use the term of acalculia in 1920, in a study concerning the aphasia disorders. Most of the times, these works are limited to the relationship between theacalculia symptoms and focus brain damage (Dugas, 1970) . By analogy, the aforementioned author suggests that students with disorders in the formation of elementary arithmetic abilities also display such minor brain damage. In the psycho-pedagogical approaches, dyscalculia is often associated with dyslexia and dysgraphia. Significant correlations have been established between spatial dyscalculia, spatial amnesia and apraxia. 2. Definitions and Conceptual Fundamentals Currently, the majority of definitions given to learning difficulties encompass references to mathematics related difficulties or disorders. A classic definition of learning difficulties (Kirk, 1962, quoted by Ungureanu, 1998, p. 263) refers to a delay, a disorder, a slow development of the speech, language, reading, writing, arithmetic or of other school subjects, which results in a psychic disfunction caused by a possible brain disfunction, emotional or behavioral disorders. The learning disorder is not the result of a mental disability, sensory deficiencies or cultural and instructional factors. Crealock and Kronik (1993) quoted by Vrăsmaş (2007) indicate that when defining learning difficulties, at least three criteria are considered: discrepancy, exclusion and etiology. Kulcsar (1978) points out that the following can be affected by learning difficulties: language processing, visual-spatial processing, phonologic processing, the speed of information processing, memory, attention and the executive functions. One of the definitions from a psycho-pedagogical perspective is provided by Borel-Maisonny in 1965, quoted by Păunescu and Muşu (1981, p. 159): “Dyscalculia is comprised of all the difficulties related Received: 14 August 2009, accepted: 22 September 2009, published:30 September 2009 to the acquisition of the concept of number, of arithmetic calculation and mathematical reasoning”. Another comprehensive definition, which is based on the exclusion criterion, but also leads the way to the differential diagnosis, is to be found in DSM IV TR (2003, p.53): ” The essential element of this disorder is a significant impairment in the development of arithmetic skills and which cannot be accounted for by mental retardation, improper education or auditory or visual deficiency; the diagnosis is given only if this impairment significantly affects academic performance or daily activities which require arithmetic skills.” In the case of normal mental development, the point of reference to be considered are the mathematical abilities considered normal for a certain age. Thus, curricular points of references will also be taken into account. Additionally, with children, dyscalculia is a progressive disorder, different from the forms of dysca

FAQs

What does the study focus on regarding dyscalculia?

Dyscalculia is addressed as part of learning difficulties in mathematics, with attention to damaged psychic processes and functions, and with an emphasis on prevention and therapy through intervention models.

How are learning difficulties defined in the paper?

A classic definition is described as a delay or disorder in the development of speech, language, reading, writing, arithmetic, or other school subjects, leading to a psychic dysfunction while excluding mental disability, sensory deficits, and cultural or instructional factors.

How does the paper organize different types of dyscalculia errors or manifestations?

It reviews taxonomies that classify difficulties by perception and discrimination, acquisition of mathematical principles, use of arithmetic operation symbols, and also groups errors into categories such as spatial organization, visual attention, operations errors, and counting/reasoning errors.

Oct 15, 2026

Uploaded by Putri