Mathematics usually present many difficulties for students of any level of education. However, the primary school children are living worse these difficulties because they realize in talking with peers, older siblings and parents that this is something that will be very important to throughout their schooling. At first, parents and teachers often attribute the problems with mathematics to the lack of personal effort of the child and do not consider that these problems go beyond the child’s academic motivation towards mathematics. Dyscalculia Dyscalculia is defined as the difficulties experienced by the child in the area calculation. There are two main types of dyscalculia – or dyscalculia Acalculia Primary is associated with a brain injury that causes a total inability to calculate. – Dyscalculia true or secondary: dyscalculic person indicates multiple symptoms associated with other alterations of a verbal, spatial, temporal, symbolic and cognitive.
The Dyscalculia the following features: – Alterations – Difficulties to perform certain arithmetic operations (addition, subtraction, multiplication, division, roots, etc..) – Low capacity to reason – Difficulty with mental arithmetic – Difficulty in the management of numbers – Problems language associated with dyscalculia own (). Intervention in cases of dyscalculia Parents and teachers can do much to help their children and students to overcome a dyscalculia. The key is to have the support of a dedicated team of psychologists or school psychologists to guide the activities to be held in the problems expressed by each child. Both in the classroom and at home would be essential that the child exercises and games at four levels: spatial, temporal, symbolic and cognitive development. The spatial level intervention must be focused to work with numbers and sequence, exercises, drawing geometric and graphic delineation of columns. For improve temporal orientation should be leading efforts to work and the realization of problems of varying difficulty using supporting material such as coins, toy or comidita strips. On a symbolic level, we must work with games that involve discriminating between shapes, circle the correct answer, say which is heavier, and so on. Finally, cognitive level will be necessary to reinforce the concepts of conservation, and reversibility internalization in operations and mathematical problems.
New technologies can be key when parents and professionals (teachers, psychologists and psychologists) are trying to help a person presenting mathematical problems, often use materials such graphics usually standardized chart type, such as booklets blond or reinforcing materials prepared by different publishers, but these materials are usually rejected by the child harshly. Normally the child goes to a classroom support, to a cabinet or sitting with their parents every afternoon after school is tired of solving problems and making transactions in paper format. Given this situation would be very useful to use alternative forms of intervention such as motivating the child to recipes in which you have to split units or make changes or propose different interactive games educational websites. Do not forget that the children of the twenty-first century are digital natives and that the school still does not use technology in class as usual but as a reward or as a special situation. Therefore it is extremely important to provide the child activities using the preferred format for it: technology. It should be noted that in no case a computer game or a web page can replace an afternoon in the kitchen making muffins co mom or dad, or at least should not, but given the importance of repetition and daily practice to overcome learning problems, can be a creative solution, different and very effective for a small digital native is placed at classroom level.