Learning Community: 7(3): 217-229, December, 2016

© 2016 New Delhi Publishers. All rights reserved

DOI: 10.5958/2231-458X.2016.00022.1

Dyscalculia: Its Types, Symptoms, Causal Factors,

and Remedial Programmes
Bweyhunle Khing

Kohima College, Kohima, Nagaland, India

*Corresponding author: khing 1950@gmail.com

The term dyscalculia comes from Greek and Latin which means “Counting badly”. The
prefix “dys” comes from Greek means “badly” “calculia” comes from the Latin “calculare”,
which means “to count” the word “calculare ” comes from “calculus” (the diminutive of
“calx”, which means stone), Which means “pebbles” or one of the Counters on an abacus.
Dyscalculia is a learning disorder that involved math. Those who are diagnosed with the
disorder can either have problems of understanding the meaning of numbers, their qualities
difficulty using mathematical symbols and concepts, and inability to apply mathematical
principles to solve problems. People with developmental dyscalculia show signs of the
disability from a young age a condition that causes the same symptoms later in life.
Although math learning difficult occur in children with low IQ. Dyscalculia occurs in
people across the whole IQ range. Dyscalculia is possibly caused by a miscommunication
in brain involving the language and visual processing centers. Some believe that Dyscalculia
is inherited while other think environmental toxins like lead paint can cause the learning
disorders. Those who suffer from dyscalculia cannot understand the meaning of numbers
and their quantities. Simple mathematical skills like knowing how to add, subject, multiply,
or divide are difficult.
Those who suffer from these learning disorders are usually skilled in reading and writing.
They excel in the creative arts; they are unable to grasp the simplest of mathematical concepts.
Usually dyscalculia is diagnosed when the sufferer is school age.
If the child does have dyscalculia, they may be placed in special education and teacher
might develop a remedial programme for them. The focus is to help the child to learn
math vocabulary and understanding of mathematical principles and concepts involved in
calculations.

Keywords: Dyscalculia, Mathematical disorders, Nagaland

 Khing

Definitions of Dyscalculia
Kosc (1974) defined developmental dyscalculia as ‘a structural disorder of mathematical abilities
which has its origin in genetic or congenital disorder in those parts of the brain that are the anatomical
– physiological subtract of the maturation of the mathematical abilities adequate to age ,without a
simultaneous disorder of general mental function.
Sharma (1997) defines dyscalculia as “an inability to conceptualize numbers, number relationships
(arithmetical facts) and the outcome of numerical operations estimating the answer to numerical
problems before actually calculating.”
The DSM-IV (2000) Document used by educational psychologists, defines “mathematics disorder in term
of the scores and as measured by a standard test that is given individually, the person’s mathematical
ability is substantially less than would be expected from the person’s age, intelligence and education.
This deficiency materially impedes academic achievement living.”
Butter Worth (2001) Says, “most dyscalculia learners will have cognitive and language abilities in the
normal range, and may excel in non-mathematical subjects”.
The National Numeracy Strategy DFES (2001) offers the following definition “Dyscalculia is a condition
that affects the ability to acquire arithmetical skills. Dyscalculia learners may have difficulty understanding
simple number concepts, lack an intuitive grasp of numbers, and have problems in learning of number
facts and procedures. Even if they produce a correct answer or use correct method, they may do so
mechanically and without confidence.”

Types of Dyscalculia
There are two subtypes of mathematical disorders:

1. Mathematical computation disorder

2. Mathematical reasoning disorder
1. Mathematical computation disorder affects an individual to solve math calculations. A person
with dyscalculia may have difficulty in solving simple addition, subtraction, multiplication and
division problems. Math problems usually begin in elementary school and continue through
secondary school and into adulthood.
Signs that may be indicative of mathematics disorders include:
¾¾ Writing or printing numbers.
¾¾ Counting
¾¾ Adding and subtracting.
¾¾ Working with mathematical signs.

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Dyscalculia: Its Types, Symptoms, Causal Factors, and Remedial Programmes

¾¾ Learning names that include disorder affects an individual’s ability to utilize mathematical
reasoning to solve problems.
2. Mathematical reasoning disorders affect an individual’s ability to utilize mathematical reasoning
to solve problems. People with dyscalculia have difficulty with abstract concepts of time and
direction. Those who suffer from mathematics disorder usually suffer from other learning disorder
as well, math of visual processing difficulty associated with it. An individual suffer from a visual
processing difficulty is unable to see the difference between two similar letters, shapes or objects.
A person with dyscalculia may need special education services to treat this neurological disorder.
According to some Researchers, dyscalculia can be of many types. They are:

i Sequential: The disorder makes it difficult for the disabled to count numbers in a sequence.
Besides, he or she may have a problem with time calculation, schedule check, direction
tracking and measurement taking.
ii. Developmental: Children facing this find it difficult to count and recognize mathematical
signs.
iii. Operational: This problem is associated with remembering or memorizing mathematics
rules.
iv. Verbal: This disorder makes it difficult for the child to carry out normal mathematical signs
and symbols.
v. Acalculia: This stage usually occurs during the later stages of life. This type of dyscalculia
is generally acquired through a brain injury or stroke. The disorders make it difficult for
sufferers to carry out simple mathematic function like addition, subtraction, multiplication
and division.
Dr. Ladislav Kosc 1974, the researcher who identified six types of dyscalculia within the general
area of mathematical disability. These types of dyscalculia may occur individually or together.
3. Lexical Dyscalculia : A person with lexical dyscalculia can understand mathematical concepts
when talking about them, but has difficulty reading symbols such as numerical, and cannot
understand them when they occur in number sentences or equations. People suffering from
lexical dyscalculia may be able to read individual digits, but unable to recall their places in a
larger number.
4. Graphical Dyscalculia: Graphical dyscalculia causes difficulties’ with writing mathematical
symbols, including but not limited to numbers. A person with this disability can understand
mathematical ideas when talking about them, and can read mathematical information, but has
trouble writing or using math symbols to convey this understanding.

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5. Verbal Dyscalculia: Verbal dyscalculia involves a difficulty with talking about mathematical
concepts or relationship. For instance, a person with verbal dyscalculia may be able to read and
write numbers, but unable to talk about them, remember their names, or recognize them when
they are spoken by others.
6. Ideognostic Dyscalculia: A person with ideognostic dyscalculia has trouble with tasks that
require an understanding of mathematical ideas and relationships, such as identifying which
sequence of numbers is larger or smaller. This type of dyscalculia is not limited to oral or written
understanding; it is a generalized difficulty with understanding math and numbers as a whole. It
can also describe a difficulty in recalling mathematical ideas after learning them.
7. Practognostic dyscalculia: People with practognostic dyscalculia have difficulty translating their
abstract mathematical knowledge into real-world actions or procedures. They have difficulty
working with actual quantities, volumes equations in a practical way.
Operational Dyscalculia: Operational dyscalculia is a difficulty with performing, mathematical
operations or calculations. A person with operational dyscalculia can understand numbers and
their relationship to one another, but finds it hard to do any kind of calculation that requires
manipulating numbers and mathematical symbols.
I had conducted a research work on “A study of learning disabilities of primary school tribal children in
Nagaland” under Nagaland University in North East India. I picked up a sample of 24 schools covering
two government schools and one private school in each district of Nagaland which were drawn through
stratified random sampling technique. 564 tribal Naga children studying in grade 1V level were taken
from each district as a sample of the study. The research tools used for data collection were: Group test
of intelligence (GTI) by Pramila Ahuja, Diagnostic reading and spelling test (DRST), Hand writing test
(HT), Diagnostic Arithmetic test ( DAT), Interview schedule for learning disabled pupils, Questionnaire
for teachers, Interview schedule for parents developed by me (investigator).
Through the research work, I found that out of 564, there were 373 children with learning disability
in one area or another, which make 66.13% children suffering from learning disability at grade 1V
level. If the findings of the study is generalised in Nagaland then it may be concluded that at primary
school level around 60% children might have suffered from learning disability, which might be one
of the causes of their low achievement, dropouts and stagnation etc. at the primary level itself and the
next higher level as well. It has got support from the pass percentage of high school leaving certificate
(HSLC) examination in Nagaland which is generally around 40% over the past many years. It clearly
indicates that children with learning disability could have been failing in their examination.
One of the major reasons behind the poor pass percentage could be the poor learning ability or learning
disability among students on the other hand there has been a serious problem of drop-outs and wastage
and stagnation at school level, and for that also learning disability could be one of the major factors.
Therefore, there is an urgent need to undertake research work, to investigate into the type and nature of
learning disability prevailing among the tribal school children in Nagaland and to bring out appropriate

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remedial programme for school children to improve their performance since beginning which may
reduce number of drop-outs and may enhance the pass percentage of HSLC results, resulting into
quality students for next higher stage of education and ultimately self-independents, and constructive
citizens of the society. Keeping this in view the present study was undertaken.

Objectives of the study

(i) To study different types of learning disabilities among grade IV children in Nagaland.
(ii) To diagnose different types of learning disorders.
(iii) To investigate the probable causes of learning disabilities.
(iv) To devise and try out remedial programme correcting those learning disabilities.

Research areas of the study

This study was confined to the primary schools grade IV tribal Naga children who had poor learning
ability or suffered from learning disability.

Methodology

Sample
The sample comprises of 564 students which were drawn through random sampling technique from 24
schools covering 2 Govt. schools and one private school in each district of Nagaland.

Table 1: Showing district wise name of the schools and the number of students drawn
Sl no Districts Name of the schools No. of Students
1 Kohima Govt. 1. PWD Govt. Primary School 25
2. New Market Govt. Primary School 20
Private 1. Fernwood School 57
2 Dimapur Govt. 1. Govt. Primary School, Nagarjan 28
2. PWD Govt. Primary School, Veterinary 33
Private 1. Pine Mount School 48
3 Phek Govt. 1. PWD Govt. Primary School, Phek Town 22
2. Govt. Middle School, Phek 36
Private 1. Baptist School 26
4 Wokha Govt. 1. Govt. Primary School PWD 11
2. Govt. Middle School, Wokha Town 10
Private 1. CME School 27
5 Zunheboto Govt. 1. Govt. Primary School, Zunheboto Town 6
2. Govt. Middle School 9
Private 1. Christian English School 25

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6 Mokokchung Govt. 1. Govt. Primary School, Salengtem 11

2. Govt. Middle School 13
Private 1. Douglas School 41
7 Tuensang Govt. 1. Govt. Primary School Sector-I 22
2. Govt. Primary School Sector-II 20
Private: 1. Baptist Thangyen School 45
8 Mon Govt. 1. Govt. Middle School, Mon Town 5
2. Govt. Primary School, Mon Town 9
Private 1. Christian English School 15
Total 8 24 564
Tools: The following tools used for data collection were: group test of intelligence by Dr. Mrs. Pramila
Ahuja, Diagnostic reading and spelling test (DRST), Handwriting test, Diagnostic Arithmetic test
(DAT) developed
by investigator. Interview schedule for learning disabled pupils, Questionnaire for Teachers. Interview
schedule for parents prepared by investigator.
Data Analysis: - The data collected through standardized test was analysed by following the instructions,
norms and techniques suggested by intelligence test used. Data collected through non-formal tests were
analysed by calculating the responses and converting them into percentages.

Table 2: Combined table showing learning disability among the class –iv students
Districts Schools Percentage of Aphasia Dyslexia Dysgraphia Dyscalculia
learning disability
Kohima Govt. 66.66% 37.78% 44.44% 33.33% 53.33%
Private 35.08% 24.56% 22.81% 15.78% 28.07%
Dimapur Govt. 80.33% 40.98% 77.04% 42.64% 77.04%
Private 64.58% 31.25% 54.16% 31.25% 64.58%
Zunheboto Govt. 93.33% 53.33% 86.67% 66.67% 86.67%
Private 80% 32% 72% 32% 68%
Mokokchung Govt. 79.17% 75% 75% 70.83% 79.16%
Private 53.65% 31.71% 41.46% 17.07% 46.34%
Mon Govt. 92.86% 42.86% 85.71% 71.43% 85.71%
Private 73.33% 26.67% 40% 26.67% 46.67%
Wokha Govt. 85.71% 57.14% 76.19% 57.14% 76.19%
Private 67.24% 33.33% 66.67% 37.04% 44.44%
Phek Govt. 67.24% 51.72% 67.24% 43.10% 51.72%
Private 65.38% 30.77% 65.38% 23.08% 50%
Tuensang Govt. 71.43% 38.10% 64.29% 33.33% 69.05 %
Private 48.89% 8.89% 46.67% 15.56% 40%
Govt. Schools two in number and private one in each district had been included
Aphasia – Language disorders
Dyslexia – Reading disorders

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Dysgraphia – Handwriting disorders

Dyscalculia – Arithmetic disorders

The following findings were:

Symptoms of Dyscalculia
A. The study revealed some of the common symptoms of dyscalculia. They are mentioned below:
B. Difficulties in understanding arithmetic sign, ÷, +, x,< and >, often confusing their operation need.
C. Difficulty with time tables.
D. Difficulty in learning and understanding the basic knowledge of arithmetic like multiplication,
subtraction, addition and division may find it difficult to understand the words “plus” “add
together”.
E. Problems with counting.
F. Problems with insight mental arithmetic.
G. Dislike for arithmetic and estimations.
H. Confusion with digits hundred and thousand, fractions and decimals.
I. May reverse or transpose number for e.g., 12 for 21, 9 for 6, 465 for 645 etc.
J. A very poor sense of mathematical concepts, rules, formulas and sequences.
K. May also have trouble grasping the mechanics of a calculator.
L. A common noted symptoms is that people with dyscalculia do fairly well in science and geometry,
especially where no formula or calculation are involved.
M. Difficulty keeping score during games.
N. Confusion with concepts of money, distance, area, weight, days, of the week, year etc.
O. Errors become more common and simple arithmetic learnt may be easily forgotten.

Causal factors responsible for dyscalculia

The following common factors were found to be responsible for dyscalculia (disorders of arithmetic):

1. Improper basic knowledge about mathematical vocabulary, concept, principles.

2. Due to confusion of number formation, visual perceptual disturbances, poor visual memory
resulted reversals of number example, 12 for 21, 9 for6, etc.
3. Confusion with mathematical signs example,(+,x,>,<,).

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4. Due to parents who have had difficulty in mathematics may convey these insecurities to their child.
5. Poor basic knowledge of multiplication table results difficulty of solving problems.
6. Confusion with sequence of steps for calculation and mathematical symbols and formulas as
one of the factors responsible for dyscalculia.
7. Lack of drilling and practice.
8. Due to linguistic difficulties in understanding instructions and lack of communication skills.
9. Pre-thought that arithmetic is hard.
10. Poor study habit.
11. Hesitate to clarify doubts.
12. Lack of motivation results unfavorable attitudes towards mathematics.
13. Lack of studious friends and neighbors.
14. Unfavorable attitude towards mathematics.
15. Poor power of Reasoning.
16. Lack of special attention from teacher due to overcrowded classroom.
17. Transfer of teachers.
18. Lack of guidance and help from parents.
19. Lack of trained and concerned specialist.
20. Lack of study facilities at home.
21. Discipline based on fear.
22. Poor teaching or inappropriate teaching techniques.
23. Problems of teacher’s pronunciation and reflections of dialectical speech pattern made the pupil’s
unable to understand the instruction.
24. Absence of teacher-parents association.
25. Attitude of teachers towards students.
26. Poor administration.
27. Fear and anxiety on the part of the students.
28. Due to disturbances of quantitative thinking.
29. Irregular attendance of students.
30. Misuse of entertainment media.
The study revealed that most of the learning disabled children were identified from very
poor economic statuses which made them deprived of educational facilities at home as well
as in schools. Parents neither pay due attention nor have the time to help and support their
children studies. They were also not aware about their children’s problems.

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Moreover, the rural children mostly engaged in household works, field and also looking after their
siblings which made them away from their studies and cause lack of concentration in their studies, in
turn resulting in learning disabilities and low achievement.
According to Coln (1971) Dyscalculia may have disturbances in visual-motor integration, either for
writing or for non-verbal motor skills. Kosc (1974) identified specific disturbances that may be indicative
of dyscalculia. These may occur in clusters or individually and include verbal disturbances in which
students cannot designate numerals or mathematical terms by name, disturbances of visual-spatial
organizations in which students are unable to manipulate objects abstractly to determine relative sizes,
shapes, and amounts, disturbances related to reading and writing numerals and operational symbols,
disturbances of concept formation in which students are unable to understand mathematical concepts
and relationship among numbers, and operational disturbances in students are unable to compute. Bryan
(1977) found in his studies that dyscalculics are poor in social perception and in making judgements,
they may be unable to pick up or give non-verbal cues, often apart of social communication. Rourke
and Finlayson (1978), Rourke and Strang (1978) children who performed poorly in most measures of
verbal and auditory perceptual abilities made arithmetical errors involving memory for number facts,
sequencing steps necessary to do complex written computation, and word problems. Their deficient
language skills were reflected in these errors. Conversely those children who performed poorly on
visual-perceptual, complex psychomotor and bilateral tactile-perceptual tasks showed an impoverished
understanding of mathematical concepts, difficulty with column alignments, number formation and
directionality and general visual-spatial disorganization. Chel, M.M. (1990) has examined the problem of
under achievement in compulsory mathematics in the Madhyamic examination of W. Bengal. He found
the following causes for underachievement: Gaps in knowledge of concepts, difficulties in understanding
of mathematical language, lack of openness and flexibility in teaching, difficulty in mathematisation of
verbal problems and interpretation of mathematical results, the abstract nature of mathematic,fear and
anxiety on the part of the students. Sinha(1973) reported that children from economically inferior homes
went significantly inferior to schools which admitted children from well to do and upper middle class
families. Bhattacharya (1982) conducted study on diagnosis and prevention of the learning disabilities
of primary school children in arithmetic, and found that experimental group taught by the audio-visual
materials and techniques would achieve significantly and showed prolonged memory more than the
controlled group taught by conventional method. Desai (1985) studied learning disabled children and
found the most potent cause of learning disability was poverty, apathy of teachers to their duties, low
intelligence.

Remediation of Arithmetic Disorders (dyscalculia)

The following remedial programmes for correcting arithmetical disorders (dyscalculia) are:

1. Encourage dyscalculics to have clear conception about basic knowledge of mathematical

principles, concepts vocabulary, symbols and formulas sequence of steps for calculation etc. at
the lower stage.

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2. There should be separate paper for multiplication table and make them to memorize with clear
concepts at the lower stage.
3. There should be an intimate relationship between teacher and pupils. The teacher as a motivator
should pay special attention to each and every student and create classroom activities in such a
way that it enables pupils to share their personal experiences which cause learning difficulties
and clarify their doubts freely. Encourage and approach them to feel that they have enough
capabilities to solve arithmetical problems.
4. Through manipulation of the locally available low cost, no cost materials, the children should
discover the formulas, or the generalization. For example, use of pebbles for addition and use
of sticks for subtraction etc.
5. Self-Study: children with dyscalculia can be improved through individual’s own independent
study. Self-study can be maintained by giving homework or assignment. The teacher should
encourage them to be self-confident in studies and also make them to cultivate the habit of
coaching and guiding themselves and solve every problem without any outside help.
6. Supervised Study: It is one of the most effective techniques for dyscalculic children as it may
enable them to get direct supervision of the teachers. It may be conducted in regular periods or
after school where a teacher may be put on duty to watch and guide them. Through supervised
study, mistakes, learning difficulties can be removed on the spot.
7. Drilling and Practice: It is one of the most effective techniques, widely used devices and practices
in the teaching learning situations of mathematics. It enables even the learning disabled children
to learn effectively and resulted self-improvement, adequate speed and accuracy in solving
arithmetic problems. The principles, basic facts, formula of mathematics have to be memorized
through sufficient drill and practice, but there should be no mechanical and cramming. Drill
should be done with proper understanding and clear ideas of the aims and objectives of materials.
8. Home-work: As the school timing is in sufficient to provide every aspects of curriculum of
mathematics. Home work has to be given regularly for practice and to supplement classroom
teaching. It may be established the habit of working hard regularly and provide opportunity of
independent work among the learning disabled pupils. Home work should be duly and regularly
checked and corrected by the concern teacher to prevent the worst habit of evading and copying it.
9. Assignment: Special emphasis should be given on the assignment. It can be effectively used
for teaching mathematics as it is a sort of self-study which supplements classroom learning;
cultivating study habit and concentration etc. it may be done at home or at school. Assignment
should be checked, corrected and evaluated at the end.
Ashlock (1972) made certain remedial instruction step for moving arithmetic errors of learning disabled
children. Some of the steps are as follows:

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Dyscalculia: Its Types, Symptoms, Causal Factors, and Remedial Programmes

10. Use manipulative such as buttons and chips to teach number. Use visual material and give
reinforcement. Use graph paper for alignment difficulties. Time line, colored, chalks and markings
are helping for attention to cues. A sample problem can be given for each assignment. The size
of numbers can vary to indicate more or less. Reduce distractions as far as possible. Reduce
number of examples in the assignment and eliminate copying. Use of display charts, abacus,
playing cards, calculator, and language master are quite useful.

Curricular concerns
Learning disabled children read in the class as other children. Hence, certain extra care would benefit
these pupils. These concerns may relate to four areas, such as:

Auditory perception

1. Identify classmates from voice when one is blind.

2. Produce a speech sound and ask if they listen.
3. Ask whether pairs of words are same or different.
4. Start naming objects that starts with a particular sound.
5. Practice rhymes.
6. Ask them to repeat oral directions.
7. Tell a sequence of information to improve auditory memory.
Visual Perception

1. Match a geometric design.

2. Ask them to replicate a pattern.
3. Ask them to classify objects.
4. Match, sort and group word cards.
5. Start copying with pictures. Then scramble the pictures ask pupils to tell the story.
6. Recall letters speedily and find a series of letters in words.
Sensory Motor Development

1. Manipulation of object according to directions that is, in front of, in the middle etc.
2. Use puzzles.
3. Reproduce block designs.

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4. Pour water in different container.

5. Design games.
6. Use tracing, lacing and cutting activities and visual tracking activities.
Social Skills

1. Discuss different emotions through pictures.

2. Explain body language and symbols.
3. Use T.V for explaining social encounters and social interactions.
4. Identify topics for discussion with pairs and neighbors.
5. Remember key point’s conversations.
6. Discuss personal experiences that have caused social difficulties.
Mildly and moderately learning disabled pupils can function satisfactorily in the regular classroom
with these adjustments. The regular curriculum may require little modification. These are some of the
techniques of remediation but a specific theoretical model should guide the practitioner.
The cognitive processing approach provides a way of thinking about how a child learns and offers a
framework for teaching. The development approach emphasizes sequential approach for remediation.
Test related approach identifies specific area of deficiency which can be taught.
The specialized techniques approach indicates that the teacher will follow the prescribed order and fashion
for the specified period of time. Hierarchies of skills are to be developed in the skill developmental
approach using criterion referenced teaching. Published materials can be used for remediation of
learning disability.

The model of the remediation of learning problems. (Ashlock1972).

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Dyscalculia: Its Types, Symptoms, Causal Factors, and Remedial Programmes

Behavioral approach refers to behavior modification approach for manipulations of environmental

conditions of learning. Apply reinforcement and change behavior. Psychotherapeutic approach should
build feeling of success and establish a healthy psycho-dynamic relationship between teacher and
student. The major cause of reading failure dyspedagogia i.e., lack of good teaching. Inadequacy in
the child’s teacher and the teaching environment are the answer to remediation.

References
Ashlock 1972. Education for exceptional children 1997 by K.C. panda, vikas publishing House, New Delhi, pp.19,
chapter 8
Bryan (1977) encyclopedia of special education, second edition, Vol.A.A.A.S to D.M.D by Cecil. R. Reynolds E.F jansen
2000, published by John Wiley and sons, Canada.
Bhattacharya, 1982. Fourth survey of research in education, M.B. Buch, Vol. 11, SCERT. New Delhi, 1991,pp. 1322.
Coln (1971) Encyclopedia of special education, Second Edition, Vol. I A.A.A.S. to D.M.D. by Cecil R. Reynolds 2000.
Published by John Wiley and Sons, Canada.
Chel M. M (1990) Fifth survey of Educational Research 1988-92 Vol. I, 1997 by A.K. Sharma. Published Secretary
NCERT, New-Delhi.
Desai, 1985. Fourth survey of research in education M.B.Buch, vol. 11, NCERT., New Delhi 1997, pp. 1322.
Kosc (1974) Encyclopedia of special education, second edition Vol. I AAAS to D.M.D. C.R. Reynolds EF. Jansen 2000,
published by John Wiley and Sons, Canada.
Kosc L. (1974) Development of dyscalculia, Journal of learning disabilities, 7 (3), 164-177.
Ladislav Kosc (1974) six types of dyscalculia, Learning Disabilities, identification, remedies & teaching strategies.
Bweyhunle Khing First edition june 2014, Gwanyu publishers, city printing press, Kohima, Nagaland, Chapter 7
pp. 149-150
Rourke and Finlayson 1978, Rourke and Strang (1978) Encyclopedia of special education, second edition, Vol. I by CR.
Reynolds 2000 by John Wiley and Sons, Canada.
Root meaning and types of Dyscalculia: Learning Disabilities, identification, remedies & teaching strategies. Bweyhunle
Khing First edition june 2014, Gwanyu publishers, city printing press, Kohima, Nagaland, Chapter 7 pp. 146-148
Sinha, 1973. Education for exceptional children 1997, K.C.Panda, Vikas publishinf house New Delhi, pp. 266.
The National Numeracy Strategy DFES 2001: Learning Disabilities, identification, remedies & teaching strategies.
Bweyhunle Khing First edition june 2014, Gwanyu publishers, city printing press, Kohima, Nagaland, Chapter7
pp. 147
Websites and Online sources
Butter worth: htt: //www.mathematical brain.com/inT06.html
DSM- 1V, 2000, 315.1) htt: //www.mathematical brain.com/inT06.html
Sharma 1997 htt : //www.dyscalculia.org/expert/Sharma-ctlm

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