Most educators and parents know about dyslexia, but few are aware of dyscalculia. Furthermore, even though some researchers think it may be nearly as common as dyslexia, it’s less researched. Dyscalculia “mathematical disorder” denotes significant difficulties in learning or comprehending basic mathematical skills of addition, subtraction, multiplication, and division. As Dr. Kuhn (link to Kuhn’s research) illustrates neuroscience research is helping us learn more about dyscalculia. For example, we know that dyscalculia is not related to severe neurological or sensory impairments, nor is it related to lack of education. In fact, a substantial discrepancy between mathematics performance and intelligence standard scores should be observed when diagnosing the disorder. Studies also reveal that children with dyscalculia show abnormal brain activity when processing quantities and numbers. In addition, the brain areas used in calculations are less connected when compared to those in healthy children. Despite these discoveries in dyscalculia research, there are few practical applications of this knowledge to online therapies.
Often educators and parents don’t have the information or resources they need to help students with dyscalculia, leaving them to face both academic and self-esteem challenges. As you can see from our research, Meister Cody training quickly leads to a clear understanding of numbers allowing children to improve their math skills and abilities, and in turn feel more confident. Moreover, our initial assessment acts a screener showing a child’s math strengths and weaknesses, while the 30-day assessment that follows illustrates the gains they’ve made.
The data generated from the CODY Math Assessment (CODY-M 2-4) and training is used to help with dyscalculia research. Every child’s Meister Cody test and training results are anonymized and sent to the Institute of Psychology at the University of Münster where academic researchers use them in real-time research. As more children take the assessment, we gather the data needed to better understand dyscalculia and how we can continue to help children dealing with math weakness on a global scale.
Thanks to the excellent scientific framework and results of their research, the Institute of Psychology at the University of Münster, that created the scientific basis for our assessment and training, has received additional funding from the German government for three more years of research. Three more years to help fight dyscalculia by bettering research and in turn making Meister Cody even more effective!