Cracking the Code: Understanding Dyscalculia for Parents and Teachers

Cracking the Code: Understanding Dyscalculia for Parents and Teachers

Blog by Hannah Morris, Educational Psychologist, and Laura Pritchard, Assistant Educational Psychologist

Dyscalculia is a specific learning difficulty that affects a person’s ability to understand and work with numbers. Often described as ‘dyslexia but for maths,’ it can make tasks like arithmetic, measuring and telling the time challenging. Despite its prevalence, dyscalculia remains underdiagnosed and many individuals struggle without the support they need. This blog post explores what dyscalculia is, its symptoms, possible causes and strategies to help children and young people who have this condition.

What is Dyscalculia?

Dyscalculia is a specific learning difficulty that primarily impacts mathematical abilities. It affects skills such as number sense (understanding and using numbers), counting and the ability to perform basic arithmetic operations. While everyone may struggle with maths at times, dyscalculia is a persistent difficulty that cannot be easily overcome through practice alone.

Dyscalculia occurs in people with all levels of intelligence. It is a difference in brain functioning that specifically affects maths development; it is not a general learning difficulty. The prevalence of dyscalculia is estimated to be between 3% and 6% of the population, although exact numbers can be difficult to determine due to varying diagnostic criteria and a lack of awareness among teachers and parents.

Signs of Dyscalculia

Symptoms of dyscalculia can vary depending on the age of the individual and the severity of the condition. Some exmples of common signs include:

Early Childhood:

• Difficulty learning to count or recognising numbers.
• Struggling with understanding concepts of quantity, e.g. ‘more than’ or ‘less than.’
• Difficulty recognising patterns or sequencing.
• Difficulty estimating amounts when comparing groups of objects.

Primary School Age:

• Difficulty with basic arithmetic (addition, subtraction, multiplication and division).
• Confusing numbers that look or sound similar (e.g. 6 and 9, 14 and 40).
• Problems with memorising multiplication tables, number bonds (pairs of numbers added together, e.g. 6 + 2 = 8) and mathematical formulas.
• Difficulty understanding the concepts of time or money.
• Anxiety and avoidance durng maths activities.
• Difficulty with subitising: ‘seeing’ the total amount of a small group of objects without counting.
• Difficulty estimating amounts when doing written calculations and noticing when an answer does not make sense.

Adolescents and Adults:

• Difficulty with tasks involving numbers, such as budgeting, managing time or planning trips.
• Struggling to understand graphs, charts and other data presentations.
• Anxiety related to performing maths in everyday situations, such as calculating change.
• May forget previous knowledge learned at primary school as maths tasks become more complex and basic concepts are taught less often.

Causes of Dyscalculia

The exact cause of dyscalculia is not entirely understood but the following possible factors have been identified through research:

Neurological Factors: Dyscalculia is thought to be associated with differences in brain structure and function, particularly in areas involved in numerical processing, such as the parietal lobe. Neuroimaging studies have found that individuals with dyscalculia may have less activity in these brain areas when engaging in tasks that involve numbers.

Genetic Factors: Research indicates that dyscalculia may have a hereditary component. Children who have a family history of learning difficulties, such as dyslexia, appear to be at a higher risk of developing dyscalculia.

Developmental Factors: Premature birth, low birth weight and exposure to toxins during pregnancy have been associated with an increased risk of dyscalculia. Children who experience brain injuries may also develop maths learning difficulties.

Assessment and Diagnosis

Dyscalculia is diagnosed through a series of assessments that measure a child’s mathematical and cognitive abilities compared to what is typical for their age and within the context of their educational experiences. A comprehensive evaluation often includes standardised tests, interviews and observations. It is essential for the assessment to be conducted by professionals, such as an Educational Psychologist or Specialist Teacher, who are trained in identifying specific learning difficulties.

Early diagnosis is crucial as it allows for interventions to be put in place, which can significantly improve the young person’s ability to manage mathematical tasks. It is normal for children under the age of 7 years to develop maths skills at different rates, which is why many practitioners advise waiting until the age of 7 before having a diagnostic assessment. However, teachers and parents can use dyscalculia-friendly strategies and resources to support a child who struggles with maths, even if they do not have a diagnosis.