Dyscalculia

Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.

Educational impact

I may rely on inefficient counting strategies (often using my fingers) when calculating.
I have a slow development of a number line and find it difficult to understand magnitude and place value.
I often look confused and show signs of a lack of number sense.
I have difficulty learning and recalling number facts and procedures.
I have difficulty counting across decades, counting backwards or skip counting.
My mental arithmetic skills may be weak.
I find it difficult to estimate and judge the reasonableness of answers.
I need a lot of time when calculating because my processing speed is slow.
I may have difficulty with sequencing, directionality and spatial orientation.
I can easily get confused mathematical symbols.
I may have difficulty managing money and aspects of time.

Behavioural impact

I may have low esteem and feel negative about having to complete Maths work.
I can get frustrated because I am intelligent but I do not feel I show this at all times when working on Maths or numeracy.
I can become very anxious in the Maths classroom or develop Maths anxiety.
I might tune out because I tell myself I am no good at Maths and I can’t do it.
I resent being told all the time that I must keep up to date with classwork when I am trying so hard.
I sometimes have trouble remembering facts and keeping a sequence so I need to write more steps than others so I may need more time or I will get frustrated.
I can have real difficulty with visual spatial relationships so I may be turning my book around or trying to manipulate a drawing….I am not ‘messing about’.
I may have trouble sorting objects by shape, size, colour so I need to physically do it to see it….I am not drawing silly pictures.
I can struggle with recognizing groups and patterns so i need to draw it…give me time to do this.
Sometimes I cannot compare and contrast using concepts like smaller/bigger or taller/shorter so I may need to move around the room or stand up to of a concrete visual.
I struggle to remember and retain basic maths facts like times tables so please don’t ask me questions on the spot.

Social impact

I may avoid Maths because I don’t think I can do it.
I may avoid help because I don’t want to feel stupid.
I may try and disrupt the classroom to avoid doing work.
I may give stupid answers to hide the fact that I don’t know when asked orally.
If I develop Maths anxiety this will have broader implication in the classroom and with homework.

Primary school strategies

Increase the duration and frequency of use of concrete materials and manipulatives.
Explicitly teach me key facts: + or -1, + or -2, components of counting numbers to 9, components of 10, doubles, near doubles, + or -10, near 10.
Explicitly teach me key strategies: bridging through 10, partitioning and compensation.
Teach me key facts using number strips/rods, card games, counters, electronic games and apps.
Help me develop a mental number line.
Use an array model to teach me multiplication and division.
Use colour to differentiate place value.
Do fewer topics and go into greater depth to create a mastery approach.
Use adaptive, electronic games with immediate feedback to help me develop number sense.
Explicitly teach me and model number language.
Encourage board and card games involving dice, counting backwards and forwards etc.
Use videos and songs as well as mnemonics to develop automaticity.

Secondary school strategies

Allow me more time in everything we do.
Help me create cheat sheets and visual prompt for test situation.
Help me with more guided practice and not independent work where I will get confused and give up.
Smaller groups and more attention would be beneficial for me.
Assess me orally and well as with written question to gain a deeper understanding of their ability.
Increase the duration and frequency of use of concrete materials and manipulatives.
Explicitly teach key facts: + or -1, + or -2, components of counting numbers to 9, components of 10, doubles, near doubles, + or -10, near 10.
Explicitly teach me key strategies: bridging through 10, partitioning and compensation.
Teach me key facts using number strips/rods, card games, counters, electronic games and apps.
Help me to develop a mental number line.
Use an array model to teach me multiplication and division.
Use colour to differentiate place value.
Do fewer topics and go into greater depth to create a mastery approach.
Use adaptive, electronic games with immediate feedback for developing number sense.
Explicitly teach and model number language.
Encourage board and card games involving dice, counting backwards and forwards etc.
Use videos and songs as well as mnemonics to develop automaticity.