SOFI OSSKESICHUM YUAN YAN

MASALAH MATEMATIK (DISKALKULIA)

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

masalah.Banding bezakan masalah

matematik dalam disleksia dengan masalah

diskalkulia

“Some dyslexics can be extremely successful Mathematicians” – Miles And Miles

DISKALKULIADEPARTMENT 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

don’t 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

• 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 keturunan/genetik

• 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)

Faktor alam sekitar

BANDING BEZAKAN MASALAH MATEMATIK DALAM DISLEKSIA

DENGAN MASALAH DISKALKULIA

Persamaan

MASALAH DISKALKULIA

MASALAH MATEMATIK DALAM DISLEKSIA

Berkaitan dengan Matematik Menggunakan kaedah pelbagai deria

untuk mengatasi masalah ini. melibatkan ingatan jangka pendek

PERBEZAAN

MASALAH MATEMATIK

DALAM DISLEKSIA

ASPEK MASALAH DISKALKULIA

Kesukaran dalam pembelajaran matematik (numerasi) dan kesukaran bahasa.

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

Lemah dalam beberapa kawasan sahaja (bahasa & matematik)

KELEMAHAN Terlalu lemah dalam subjek matematik. (spesifik)

Boleh memahami konsep matematik .

KELEBIHAN Mempunyai tahap kognitif dan kemahiran bahasa yang normal dan boleh mendapat pencapaian yang baik dalam semua subjek kecuali subjek yang berkaitan dengan matematik.

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

MASALAH-MASALAH 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/about-dyslexia/schools-colleges-and-universities/dyscalculia.html

http://www.ldonline.org/article/13709/http://www.dyslexia.ie/information/informatio

n-for-parents/dyscalculia-and-maths-difficulties/

http://www.aboutdyscalculia.org/causes.html

http://www.learninginfo.org/dyscalculia.htm

http://www.ldinfo.com/dyscalculia.htm