Dyscalculia support in school
What is Dyscalculia
Dyscalculia is characterised as a difficulty with mathematics not commensurate with the child’s age and not explained by a lack of educational opportunities. It occurs in three to six per cent of the population and is as common in girls as boys. However, a specific learning difficulty with maths, which may involve processing or memory problems, is more common than dyscalculia.
How common is dyscalculia?
Although dyscalculia is a neurological disorder and independent of intelligence, poor teaching and environmental deprivation can also affect mathematical attainment. Disadvantaged pupils are half as likely as their peers to get a good pass in GCSE maths.
The American Psychiatric Association defines dyscalculia as follows:
Developmental Dyscalculia (DD) is a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations. These difficulties must be quantifiably below what is expected for an individual’s chronological age and must not be caused by poor educational opportunities, daily activities or intellectual impairments.
What causes dyscalculia?
So, dyscalculia could be described as a difficulty in the brain with the whole concept of numbers and how they relate to one another. At its extreme, known as acalculia, there may be an inability even to count.
Dyscalculia and other learning difficulties
There isn't a single reason why many people fail to master maths, and academic consensus suggests that three to six per cent of pupils are dyscalculic. Root causes may include processing, ordering, naming, working memory and co-occuring difficulties, eg language processing difficulties. However dyscalculia is a neurodivergence which has a life-long impact.
Signs of dyscalculia in children
Early indicators of dyscalculia include some or all of:
A difficulty in recognising ‘how many’ when looking at a small group of objects
An over-reliance on counting to arrive at number facts and answers
A persistent difficulty in recalling basic facts (addition facts when younger, multiplication facts when older)
A problem recognising the symbols of maths (in giving them the right name and in knowing what they mean)
Difficulties with the vocabulary and language of maths
Working at a slow speed
A distinctly lower level of achievement than in other subjects and in comparison with peers
An avoidance of maths and lack of confidence with maths tasks
Anxieties around anything mathematical
Difficulty understanding money values
Poor mental arithmetic skills and/or poor written arithmetic skills
Persistence of the difficulties despite lots of help
How parents can help a child with dyscalculia
Many parents feel at a loss when their child has difficulties with numeracy and are unable to support them effectively because they learned maths with different methods. However, you can still support your child with maths in the following ways.
Supporting maths learning at home
Never make the problem an ‘issue’
Don't say, ‘Never mind, I could never do maths, either.’
Ask them to explain the method they are using
Explain that there are often several ways of solving a maths problem and share your approaches
Practice in low-stress ways, and for short periods of time
Make your expectations realistic
Have lots of small targets rather than a few big targets
Look for improvement, not perfection
Don’t stick with one target. Move around a little, but keep revisiting previous work
Ask your child’s teacher to get a better understanding of the approach they are using
How schools support children with dyscalculia
The UK National Curriculum aims to empower children with maths mastery, a method which starts with the concepts of concrete, pictorial and abstract understanding. Some schools adopt specific approaches to numeracy, eg Singapore maths, and offer workshops to parents to explain the method. A child with dyscalculia may benefit from the visual learning methods in these approaches.
Teaching strategies for dyscalculia
Make learning multi-sensory. Use equipment, apparatus, visual aids, etc
Make maths practical and where possible related to everyday experiences and the wider world
Link facts and learning, so the child has an anchor fact (or facts) to return to
Get the student to explain how they have come to an answer, whether right or wrong. This helps understand thought processes and to identify if, and where, these are breaking down.
Encourage children to explain to themselves and others how they have done a task
Explain concepts carefully. Get the child to develop their understanding by exploring new subject matter and explaining what they think they have been asked to do
Emphasise maths vocabulary, key words, syntax and basic mathematical rules
Allow the use of a calculator to progress mathematical thinking, particularly where arithmetical skills are impeding overall progress
Create a stimulating environment. Wall displays should be purposeful and well presented
Use mnemonics to aid memory
Encourage workings which show thought processes rather than just answers
Make use of ICT
Minimise the need to copy down work from the board. Where unavoidable, check it has been copied accurately
Ensure exam concessions such as extra time are used
Help with and encourage good personal organisation
Getting a dyscalculia assessment
If you think your child is showing signs of dyscalculia, ask your SENCO for a formal assessment or find a private assessor, eg at the British Dyslexia Association
Further support with maths can be found at National Numeracy.
