Dyscalculia/Dyslexia: A Dichotomy?
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Dyscalculia/Dyslexia: A Dichotomy? E. Andersson1 · S. Abdelmalek2
© Springer Nature B.V. 2020
Abstract In this article, we analyse similarities and differences in and between two very topical issues in today’s learning disabilities, namely dyscalculia and dyslexia. More precisely, we introduce the nature of mathematics as science (i.e., the axiomatic presentation—given by Peano’s Axioms—of the natural number system ℕ), which—of course—is the essence of the matter. From this, we deduce that (cf. Theorem 1)—using both theoretical results, inquiries performed and previous observations on that the brain of a person with dyscalculia and the brain of a person with dyslexia appear to work in essentially the same way— that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia. Keywords Dyslexia · Dyscalculia · Mathematics · Mathematical sciences
1 Introduction In this paper, we will examine two very burning issues of today’s learning disabilities, namely dyscalculia and dyslexia. More precisely, we will discuss their definitions and we will introduce a new concept in this area of research, namely the essence of mathematics as science, which—of course—is the vital point. This will lead us to the unequivocal conclusion (cf. Theorem 1, Remarks 5 and 8 below) that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia. This will be emphasized by the results of an inquiry made among students with these two learning disabilities, where these students have been asked the following questions. (i) In which part/parts of the sequence ’reading and understanding a mathematical problem/elaborating/fomulating/writing/presenting a solution’ do you experience— encounter with—difficulties.
* E. Andersson [email protected] S. Abdelmalek [email protected] 1
Osbecksgymnasiet, Campus Laholm, Skottegränd 3, 312 80 Laholm, Sweden
2
Parkskolan, Prästallén 1, 291 41 Kristianstad, Sweden
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Vol.:(0123456789)
E. Andersson, S. Abdelmalek
(ii) Have you ever been experiencing problems with time and/or orientating yourself in everyday life and/or remembering courses of events. (iii) Do you feel that presenting your solutions to a mathematical problem is simplified by using a computer or similar. Here, the dyslectics will run into problem at the beginning and at the end of the sequence in question (i) above, while the student with dyscalculia would encounter with difficulties in the mid section. The answers obtained have all been of the following kinds. (i) ‘I can read, but sometimes the letters and the words are jumping around.’; ‘I can read, but sometimes I don’t understand what I read and because of that, I can’t solve the problem.’; ‘I can read digits, but sometimes it’s also jumping around a bit, and then I have to read the problem many times. When I have read the problem many times, then I understand and can solve the problem.’ (ii) ‘No, I can see how things happen in the right order.’ (iii) ‘Yes, it’s much easier to use a comp
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