Why is knowing about dyscalculia important?
Dyscalculia impacts approximately 6% (six percent) of the population. In the UK that equates to about 1 million (one million) children and young adults, but we know many more have maths difficulties – approx. 25% (twenty-five percent)
Unfortunately, dyscalculia is under- represented in the field of neurodiversity and knowledge of dyscalculia is limited. Dyscalculia is currently not taught about on PGCE courses – even for maths teachers!
We want to help change this lack of awareness and knowledge so all educators have heard of dyscalculia and know how best to help, so we can together make sure all learners have every opportunity to reach their full potential.
Dyscalculia is a learning difficulty that significantly impairs an individual’s ability to understand and manipulate numbers, often described through a collection of indicators. A person with dyscalculia typically has a poor memory for maths facts and procedures, which hampers the acquisition of basic maths skills. This is compounded by a weak number sense, making grasping numerical concepts and values challenging.
Individuals with dyscalculia might also find it tough to judge if a numerical answer is reasonable, reflecting a deeper struggle with numerical estimation and mental arithmetic. They often have difficulties with generalising mathematical concepts across different problems and situations. A noticeable symptom is the inability to subitise, or instantly recognise the quantity of a small set of objects, which most people do effortlessly.
Processing speed for numerical information is usually slow, impacting the ability to notice patterns, critical for understanding mathematical relationships. Memory issues, both short-term and long-term, exacerbate learning difficulties, especially in tasks that require recalling sequences of steps or numbers, such as multi-step calculations.
Money management becomes a challenge due to issues with understanding financial concepts. Visual and spatial orientation weaknesses affect the interpretation of graphs and geometric shapes, while difficulties in sequencing can lead to a misunderstanding of numerical order. Learning to tell the time and comprehending time-related concepts can be especially tough, often accompanied by directional confusion, which might manifest as mixing up left and right or reversing numbers.
Word problems are a particular struggle because they combine language with numerical information, requiring a level of comprehension that dyscalculia impairs. Additionally, counting backwards and adopting effective strategies for calculations, like counting by numbers other than one, are often unreliable. Language difficulties may further complicate these challenges, highlighting the multifaceted nature of dyscalculia.
