Source: www.highspeedtraining.co.uk
Children with dyscalculia have trouble working with numbers, and often struggle in mathematics. Dyscalculia is a very common learning difference that is believed to have at least a 6% prevalence rate (Gross-Tur, Manor, and Shalev, 1996).
Developmental dyscalculia is a specific learning difference that affects how individuals
understand numbers and acquire mathematical skills. DSM-5, or the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental Disorders,
categorises dyscalculia as a specific learning disorder.
Researchers are unsure of the cause of these brain-based differences.
However, what is important to note is that dyscalculia is not simply a lack
of intelligence or effort. It is a distinct and common neurological difference.
There are mathematicians and scientists who have dyscalculia. Diagnosis, therefore,
should never be perceived as negative.
The most common difficulties children with dyscalculia face include recognising
numbers and symbols, ordering and sequencing, and retaining and recalling mathematical
facts and rules. They will often be working below age-related expectations.
Although most experience similar fundamental challenges in mathematics, such as
problems processing numerical information, learning facts, and performing accurate and fluent calculations, every child with dyscalculia will have different strengths and weaknesses. Similarly, to other SEND needs and conditions, every child’s profile will be unique.
The signs of dyscalculia can be present in children as young as four. Children with dyscalculia may:
These signs can go unnoticed, with some parents and teachers assuming the child just doesn’t have an aptitude for maths. However, with effective high-quality teaching, and adaptations to it, children with dyscalculia can build real confidence in their mathematical ability.
Where a child with dyscalculia goes unnoticed and unsupported, they may struggle academically,
socially, and emotionally. Children with dyscalculia often experience increased difficulties as
they progress through school, where expectations in their mathematics lessons increase.
Children with dyscalculia may often lack independence in maths, and rely heavily on teacher support.
They may even appear passive, and become unwilling to turn their hand to any activities they perceive to be too challenging.
Children with dyscalculia can feel like the odd one out, as their peers begin to expand and build
upon their basic mathematical skills. Where teachers do not recognise these struggles, the child
may have to make their own way, which can lead to them disengaging in learning completely.
Children with dyscalculia, where unsupported, also often experience high levels of maths anxiety,
which may materialise in a variety of active and passive behaviours. They may become withdrawn and
develop low self-worth, or they might become increasingly frustrated and display bursts of emotion as a result.
High-quality teaching will support all students to thrive, not just those with dyscalculia. There are also many adaptations which you can make to your practice in order to improve outcomes for all. These include: