Maths News

Dyscalculia, the little-known 'mathematical dyslexia'

It is little known that dyscalculia is a neurological disorder including lacking effective counting strategies, inability to add simple, single-digit numbers mentally and poor fluency in identification of numbers. 

Typical features of dyscalculia

• Difficulties in processing numbers and quantities, starting in the preschool years.
• The relation between numbers and quantities (two apples and one apple = 2 + 1) is inadequately understood.
• Ensuing difficulties in counting, comparing two numbers or quantities, rapid assessment and naming of small quantities of dots.
• Determining the position of a number on the number line, understanding the place-value system.
• Difficulty to subitise 
• Difficulties with basic arithmetic operations and with further mathematical tasks.
• Computation rules are not understood because the underlying comprehension of numbers and quantities is insufficiently developed. 
• Deficits in retrieval of maths facts (e.g., the multiplication table) with which the answers to simple calculation problems can be recalled directly from memory, rather than needing to be calculated anew each time.
• Lack of transition from computation by counting (8 + 4 = 9, 10, 11, 12 = 12) to non-counting strategies (8 + 4 = 8 + 2 and 2 = 12).

Supporting students with dyscalculia requires a tailored approach to help them succeed in maths and related areas. Some effective strategies schools can implement:

Early Identification and Assessment: Regular screening for maths difficulties can help identify students with dyscalculia early on, allowing for timely intervention.

Multisensory Teaching Techniques: Use visual aids, hands-on materials, and auditory instructions to engage multiple senses. Tools like manipulatives, number lines, and visual diagrams can be very helpful.

Structured and Explicit Instruction: Teach mathematical concepts in a clear, systematic manner, breaking down tasks into manageable steps and ensuring that each concept is mastered before moving on.

Use of Technology: Incorporate educational software and apps designed to support maths learning. Many tools provide interactive and engaging ways to practise maths skills.

Focus on Conceptual Understanding: Emphasise understanding rather than memorization. Help students grasp the "why" behind maths concepts through real-life applications and problem-solving.

Flexible Grouping: Allow for flexible group work where students can collaborate, providing peer support and reducing anxiety in learning situations.

Frequent Feedback and Positive Reinforcement: Provide regular, constructive feedback and celebrate small successes to boost confidence and motivation.

By implementing these strategies, we can create a more inclusive environment that supports the diverse needs of students with dyscalculia.