Beyin, Bellek ve Sayılar: Diskalkuliye Çok Boyutlu Bir Yaklaşım
DOI:
https://doi.org/10.33308/26674874.2025393958Anahtar Kelimeler:
Diskalkuli- Matematik Öğrenme Güçlüğü- Matematik Kaygısı- Çalışma Belleği- Disleksi- Dikkat EksikliğiÖzet
Bu makale, diskalkulinin çok boyutlu yapısını kuramsal ve alanyazın taraması yoluyla ele alarak, Türkiye'de bu alanda sınırlı olan bilimsel birikime katkı sunmayı amaçlamaktadır. Diskalkuli, matematiksel becerilerde beklenmedik, kalıcı ve şiddetli güçlüklerle tanımlanan özgül bir öğrenme güçlüğüdür. Çalışmada diskalkulinin gelişimsel ve edinilmiş türleri, genetik-nörobiyolojik temelleri (özellikle paryetal lob ve intraparyetal sulkus bulgularıyla), bilişsel etkenler (sayı hissi, çalışma belleği, dikkat süreçleri) ve çevresel faktörler sistematik olarak incelenmiştir. Yaygınlık oranlarının %3-7 bandında değişmesinin, tanı ölçütleri ve kesme noktalarındaki farklılıklardan kaynaklandığı ortaya konmuştur. Diskalkulinin heterojen yapısı ve disleksi, DEHB gibi eşgörü durumlarıyla sık birlikteliği vurgulanarak, matematik kaygısıyla çift yönlü etkileşimi analiz edilmiştir. Çalışma belleği yetersizliklerinin özellikle görsel-uzamsal ve yürütücü işlev bileşenlerinde belirginleştiği gösterilmiştir. Bulgular, diskalkulinin tek faktörlü açıklanamayan, çok katmanlı bir öğrenme güçlüğü olduğunu doğrulamaktadır. Erken tanı, çok boyutlu değerlendirme ve bireyselleştirilmiş müdahale yaklaşımlarının hem akademik başarı hem de duygusal iyilik hali açısından kritik önem taşıdığı sonucuna varılmıştır.
İndirmeler
Referanslar
Alarcón, M., DeFries, J. C., Light, J. G., & Pennington, B. F. (1997). A twin study of mathematics disability. Journal of learning disabilities, 30(6), 617-623.
Andersson, U., & Lyxell, B. (2007). Working memory deficit in children with mathematical difficulties: A general or specific deficit? Journal of Experimental Child Psychology, 96(3), 197-228.
Andersson, U., & Östergren, R. (2012). Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities. Learning and Individual Differences, 22(6), 701-714.
Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive consequences: A tutorial review. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 315-327). Psychology Press.
Ashkenazi, S., Black, J. M., Abrams, D. A., Hoeft, F., & Menon, V. (2009). Neurobiological underpinnings of math and reading learning disabilities. Journal of Learning Disabilities, 42(3), 210-229.
Ashwini, R., Aswini, E., Kiruthika, A. R., Mahesh, P., Vasanth, B., & Saravanan, S. (2024). Smart embedded systems for childhood learning disability screening. In 2024 10th International Conference on Communication and Signal Processing (ICCSP) (pp. 1074-1078). IEEE.
Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.
Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (pp. 47-89). Academic Press.
Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., & Jacobsen, S. J. (2005). Math learning disorder: Incidence in a population-based birth cohort. Ambulatory Pediatrics, 5(5), 281-289.
Bartelet, D., Ansari, D., Vaessen, A., & Blomert, L. (2014). Cognitive subtypes of mathematics learning difficulties in primary education. Research in Developmental Disabilities, 35(3), 657-670.
Beilock, S. L., & Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4-12.
Butterworth, B., & Yeo, D. (2004). Dyscalculia guidance: Helping pupils with specific learning difficulties in maths. David Fulton Publishers.
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049-1053.
Büttner, G., & Hasselhorn, M. (2011). Learning disabilities: Debates on definitions, causes, subtypes, and responses. International Journal of Disability, Development and Education, 58(1), 75-87.
Chen, R., Georgiou, G. K., Peng, P., Li, Y., Li, B., Wang, J., & Tao, S. (2023). What components of working memory are impaired in children with reading and/or mathematics difficulties? Children, 10(10), 1719.
Czamara, D., Tiesler, C. M., Kohlböck, G., Berdel, D., Hoffmann, B., Bauer, C. P., ... & Heinrich, J. (2013). Children with ADHD symptoms have a higher risk for reading, spelling and math difficulties in the GINIplus and LISAplus cohort studies. PLoS One, 8(5), e63859.
De Smedt, B., & Boets, B. (2010). Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia. Neuropsychologia, 48(14), 3973-3981.
Defever, E., Sasanguie, D., Vandewaetere, M., & Reynvoet, B. (2013). What can the approximate number system tell us about mathematical abilities? Evidence from a cross-sectional study in children with mathematical learning disabilities. PLOS ONE, 8(6), e65581.
Dehaene, S. (2011). The number sense: How the mind creates mathematics (Rev. & updated ed.). Oxford University Press.
Devine, A., Soltész, F., Nobes, A., Goswami, U., & Szűcs, D. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction, 27, 31-39.
Dhingra, K., Aggarwal, R., Garg, A., Pujari, J., & Yadav, D. (2024). Mathlete: An adaptive assistive technology tool for children with dyscalculia. Disability and Rehabilitation: Assistive Technology, 19(1), 9-15.
Dirks, E., Spyer, G., van Lieshout, E. C., & de Sonneville, L. (2008). Prevalence of combined reading and arithmetic disabilities. Journal of Learning Disabilities, 41(5), 460-473.
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434.
Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20(2), 130-133.
Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121-151.
Geary, D. C., Hoard, M. K., Byrd‐Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78(4), 1343-1359.
Haberstroh, S., & Schulte-Körne, G. (2022). The diagnosis and treatment of dyscalculia. Deutsches Ärzteblatt International, 119(5), 65-71.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
Henik, A., Rubinsten, O., & Ashkenazi, S. (2011). The "where" and "what" in developmental dyscalculia. The Clinical Neuropsychologist, 25(6), 989-1008.
Hofmann, S. G., Heering, S., Sawyer, A. T., & Asnaani, A. (2009). How to handle anxiety: The effects of reappraisal, acceptance, and suppression strategies on anxious arousal. Behaviour Research and Therapy, 47(5), 389-394.
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), F9-F15.
Hornigold, J. (2015). Dyscalculia pocketbook. Teachers' Pocketbooks.
Hudson, M. E., & English, L. D. (2016). Drawing on empirical research to inform practice: Number sense instruction. Teaching Children Mathematics, 22(7), 414-421.
Kain, J., El Banna, M., & Cooley, V. (2008). Middle school math intervention results: A model of success. Education, 129(2), 287-292.
Karunakaran, M. S. (2020). Opportunities to decrease elementary prospective teachers' mathematics anxiety. The Mathematics Enthusiast, 17(2), 469-492.
Kaufmann, L., Mazzocco, M. M., Dowker, A., von Aster, M., Göbel, S. M., Grabner, R. H., … Nuerk, H. C. (2013). Dyscalculia from a developmental and differential perspective. Frontiers in Psychology, 4, 516.
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., … Westerberg, H. (2005). Computerized training of working memory in children with ADHD-a randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186.
Kroesbergen, E. H., Huijsmans, M. D., & Friso-van den Bos, I. (2023). A meta-analysis on the differences in mathematical and cognitive skills between individuals with and without mathematical learning disabilities. Review of Educational Research, 93(5), 718-755.
Kroesbergen, E. H., Huijsmans, M. D., & Kleemans, T. (2022). The heterogeneity of Mathematical Learning Disabilities: Consequences for research and practice. International Electronic Journal of Elementary Education, 14(3), 227-241.
Kucian, K., & von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 174, 1-13.
Landerl, K. (2010). Comorbidity of learning disorders: Prevalence and familial transmission. Journal of Child Psychology and Psychiatry, 51(3), 287-294.
Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students. Cognition, 93(2), 99-125.
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103(3), 309-324.
Landerl, K., Göbel, S. M., & Moll, K. (2013). Core deficit and individual manifestations of developmental dyscalculia (DD): The role of comorbidity. Trends in Neuroscience and Education, 2(2), 38-42.
Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
Mammarella, I. C., Hill, F., Devine, A., Caviola, S., & Szűcs, D. (2015). Math anxiety and developmental dyscalculia: A study on working memory processes. Journal of Clinical and Experimental Neuropsychology, 37(8), 878-887.
Mazzocco, M. M., & Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning Disabilities Research & Practice, 20(3), 142-155.
Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). Child Development, 82(4), 1224-1237.
Menon, V. (2016). Working memory in children's math learning and its disruption in dyscalculia. Current Opinion in Behavioral Sciences, 10, 125-132.
Molko, N., Cachia, A., Rivière, D., Mangin, J. F., Bruandet, M., Le Bihan, D., … Dehaene, S. (2003). Functional and structural alterations of the intraparietal sulcus in a developmental dyscalculia of genetic origin. Neuron, 40(4), 847-858.
Moll, K., Göbel, S. M., & Snowling, M. J. (2015). Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders. Child Neuropsychology, 21(3), 399-417.
Moreau, D., Wilson, A. J., McKay, N. S., Nihill, K., & Waldie, K. E. (2018). No evidence for systematic white matter correlates of dyslexia and dyscalculia. NeuroImage: Clinical, 18, 356-366.
Morsanyi, K., van Bers, B. M., McCormack, T., & McGourty, J. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children. British Journal of Psychology, 109(4), 917-940.
Mudaly, V., & Naidoo, J. (2015). An assessment of a transitional approach to bridging the gap between the concrete and the abstract in mathematics education. African Journal of Research in Mathematics, Science and Technology Education, 19(3), 207-217.
Murphy, M. M., Mazzocco, M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. Journal of Learning Disabilities, 40(5), 458-478.
Mutlu, Y. (2019). Math Anxiety in Students with and without Math Learning Difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475.
Mutlu, Y. (2022). Matematik kaygısının etkileri. In M. S. Sarı & M. Baloğlu (Eds.), Matematik kaygısı (pp. 193-212). Pegem Akademi Yayınları.
Mutlu, Y. (2024). Effects of dyscalculia on personal, social, academic, professional and daily life: A case study. International Electronic Journal of Elementary Education, 17(1), 89-101.
Mutlu, Y., & Akgün, L. (2017). Matematik öğrenme güçlüğünü tanılamada yeni bir model önerisi: Çoklu süzgeç modeli. İlköğretim Online, 16(3), 1153-1173.
Mutlu, Y., & Olkun, S. (2019). Tanılamadan eğitsel müdahaleye gelişimsel diskalkuli. Pegem Akademi Yayınları
Nelson, G., & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51(6), 523-539.
Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing.
Passolunghi, M. C., & Mammarella, I. C. (2012). Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills. Journal of Learning Disabilities, 45(4), 341-350.
Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020). Mathematics anxiety, working memory, and mathematics performance in secondary-school children. Frontiers in Psychology, 11, 1-9.
Peng, P., Wang, C., & Namkung, J. (2018). Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Review of Educational Research, 88(3), 434-476.
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385-413.
Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., … Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33-41.
Pieters, S., Desoete, A., Van Waelvelde, H., Vanderswalmen, R., & Roeyers, H. (2012). Mathematical problems in children with developmental coordination disorder. Research in Developmental Disabilities, 33(4), 1128-1135.
Powell, S. R., Driver, M. K., Roberts, G., & Fall, A. M. (2020). An analysis of mathematics interventions: Examining instructional components of tier 2 interventions. Learning Disability Quarterly, 43(1), 15-27.
Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2011). Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty? Journal of Learning Disabilities, 42(2), 99-110.
Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, causes, and treatments. Numeracy, 6(1), 2.
Price, G. R., Holloway, I., Räsänen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17(24), R1042-R1043.
Raddatz, J., Kuhn, J. T., Holling, H., Moll, K., & Dobel, C. (2017). Comorbidity of arithmetic and reading disorder: Basic number processing and calculation in children with learning impairments. Journal of Learning Disabilities, 50(3), 298-308.
Ramaa, S., & Gowramma, I. P. (2002). A systematic procedure for identifying and classifying children with dyscalculia among primary school children in India. Dyslexia, 8(2), 67-85.
Ramaa, S., & Gowramma, I. P. (2002). A systematic procedure for identifying and classifying children with dyscalculia among primary school children in India. Dyslexia, 8(2), 67-85.
Reigosa-Crespo, V., Valdés-Sosa, M., Butterworth, B., Estévez, N., Rodríguez, M., Santos, E., … Lage, A. (2012). Basic numerical capacities and prevalence of developmental dyscalculia: The Havana Survey. Developmental Psychology, 48(1), 123-135.
Rousselle, L., & Noël, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.
Rubinsten, O., & Henik, A. (2009). Developmental dyscalculia: Heterogeneity might not mean different mechanisms. Trends in Cognitive Sciences, 13(2), 92-99.
Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6, 46.
Samuel, T. S., & Warner, J. (2021). "I can math!": Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 45(3), 205-222.
Sarı, M.H., & Szczygieł, M. (2023). The role of math anxiety in the relationship between approximate number system and math performance in young children. Psychology in the Schools, 60(4) 912-930.
Schuchardt, K., Schuler, P., & Mermer, G. (2015). Intervention strategies for children with mathematics learning difficulties. Journal of Educational Research, 18(4), 215-224.
Shalev, R. S. (2004). Developmental dyscalculia. Journal of Child Neurology, 19(10), 765-771.
Shalev, R. S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatric Neurology, 24(5), 337-342.
Shalev, R. S., Manor, O., & Gross-Tsur, V. (1995). The development of brain mechanisms for exact and approximate calculation: A prospective study. Journal of Clinical and Experimental Neuropsychology, 17(1), 5-16.
Shalev, R. S., Manor, O., Kerem, B., Ayali, M., Badichi, N., Friedlander, Y., & Gross-Tsur, V. (2001). Developmental dyscalculia is a familial learning disability. Journal of Learning Disabilities, 34(1), 59-65.
Sharma, K. (1990). Acquired dyscalculia in childhood: A case study. International Journal of Rehabilitation Research, 13(3), 221-225.
Sharma, M. (2020). Mathematics learning difficulties: A research-informed approach to assessment and intervention. Australian Journal of Learning Difficulties, 25(1), 1-24.
Swanson, H. L. (2006). Cross-sectional and incremental changes in working memory and mathematical problem solving. Journal of Educational Psychology, 98(2), 265-281.
Szczygieł, M., & Sarı, M.H. (2024). The relationship between numerical magnitude processing and math anxiety, and their joint effect on adult math performance, varied by indicators of numerical tasks. Cognitive Process, 25, 421-442.
Szczygieł, M., Hunt, T.E., & Sarı, M.H. (2025). Domain-specific and domain-general predictors of math anxiety in adolescents and adults. Contemporary Educational Psychology, 82, 102400.
Thambirajah, M. S. (2011). Developmental dyscalculia: Clinical studies and school based interventions. Jessica Kingsley Publishers.
Träff, U., Olsson, L., & Skagerlund, K. (2017). Heterogeneity of developmental dyscalculia: Cases with different deficit profiles in the triple code model. Frontiers in Psychology, 8, 1637.
Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., & Pennington, B. F. (2013). Comorbidity between reading disability and math disability: Concurrent psychopathology, functional impairment, and neuropsychological functioning. Journal of Learning Disabilities, 46(6), 500-516.
World Health Organization (WHO). (2019). International classification of diseases (11th revision). https://icd.who.int/
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2025 Yılmaz Mutlu- Sinan Olkun
Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.
Sisteme yüklemiş olunan makalenin kapsamı, sunduğu bulgular ve sonucu ve yorumları konusunda Yaşadıkça Eğitim [YE] dergisi Sahibi, Editör, Editör Yardımcısı, Hakemler ve Editör Kurulu'nun hiçbir sorumluluk taşımadığını kabul ederim.
Makalenin özgün olduğunu, herhangi bir başka dergiye yayımlanmak üzere gönderilmediği, daha önce yayımlanmadığını Yaşadıkça Eğitim [YE] dergisi Editörlüğü'ne beyan ederim.
Başlığı belirtilen makalenin, 5846 sayılı Fikir ve Sanat Eserleri Yasasının 22. maddesi gereğince çoğaltma, 23. maddesi gereğince yayma ve 25. maddesi gereğince her türlü taşıyıcı materyal üzerinde veya elektronik ortamda kamuya iletim haklarını Yaşadıkça Eğitim [YE] dergisine karşılıksız, koşulsuz ve süresiz olarak devredildiği, makale ile ilgili devredilen hakların dilediği zaman, mekan ve koşullarda kullanmaya Yaşadıkça Eğitim [YE] dergisinin yayıncısı olarak İstanbul Kültür Üniversitesi'nin yetkili kılınacağını onaylarım.
