Dyscalculia is a specific learning difficulty that affects the ability to understand and work with numbers. It occurs in all ages and abilities, and is not a sign of intelligence or effort.
It is caused by factors that include genetics – so it often runs in families – differences in brain structure, and environmental influences.
Some children with dyscalculia will also be dyslexic or have other learning difficulties, and they will often work below age-related expectations in maths.
What are the key characteristics of dyscalculia?
- A lack of an intuitive grasp of numbers and quantity
- Difficulty with basic calculations, number facts, and procedures
- Trouble identifying small quantities, matching objects to a written numeral, or understanding place value
- Difficulty comparing sizes of numbers, especially when they are close together
- Problems with ordering numbers or remembering sequences, like phone numbers or PINs
- Difficulty with telling the time on analogue clocks, or managing and organising their time
- All of the above are often accompanied by significant anxiety around mathematics
Supporting a child with dyscalculia in the classroom
- Use multi-sensory learning: use physical objects like blocks or counters, drawing, or using tools like number lines and graph paper
- Make learning practical and relevant: connecting mathematical concepts to real-life experiences will make them more meaningful
- Focus on understanding: children with dyscalculia may find memorising difficult so ensure they know the “why” behind the maths
- Teach to the concept, not just the answer: encourage the child to explain their thought process, which can help to identify where their understanding is lacking
- Use repetition and review: revisiting topics frequently and allowing for practice can help
- Simplify: break down problems into single steps and encourage the pupil to focus on one at a time
- Emphasise mathematical vocabulary: teach explicit terms and language that are relevant to the subject
- Allow tools: let the student use a calculator, especially for problems where the focus is on the concept, not computation
- Provide visual aids: graphic organisers, graph paper or pre-printed charts can help with learning
- Allow additional time: give the student extra time in tasks and tests so they can process what is required
- Encourage asking for help: ensure the pupil knows it’s ok to ask for help if they get stuck or don’t understand
- Praise effort: build resilience and reduce anxiety in the child by praising hard work and effort, and not just the outcome
- Acknowledge the problem: talk to the child specifically about dyscalculia to help them understand why they find maths and numbers difficult
*For more information go to https://thirdspacelearning.com/blog/dyscalculia/ and https://www.highspeedtraining.co.uk/hub/how-to-help-a-child-with-dyscalculia-in-the-classroom/
