What is dyscalculia/maths processing disorder?
Dyscalculia also known as maths processing disorder affects the ability to process and make sense of numbers. People with the disorder lack a basic understanding of how different numbers are connected to each other. For example they struggle to understand how the number 4 can be made by both adding 3 and 1 together and by doubling 2. They also have difficulty visualising the magnitude of numbers and making sensible references to numbers. For example if asked how many apples there are in a fruit bowl they might guess something highly unrealistic such as 50.
Although it isn’t the only learning disorder that impacts maths learning dyscalculia is the most severe in its impact on maths learning. It affects children from a very young age and applies primarily to arithmetic. Geometry and algebra are often less impacted and some children succeed in these areas of maths despite intense difficulty with arithmetic. Dyscalculia can lead to severe maths anxiety which can have a serious impact on learning.
Signs of dyscalculia/maths processing disorder
In young children dyscalculia presents in the following ways:
- Inability to recognise numbers
- Delayed ability to count
- Tendency to lose track when counting
- Difficulty connecting numerical symbols with their words
- Problems recognising patterns or putting things in order
- Reliance on visual aids to support counting
When children with dyscalculia begin their formal education, they often encounter significant challenges in understanding fundamental mathematical concepts. They may struggle to grasp basic operations like addition, subtraction, and multiplication, and find it difficult to interpret visual representations of mathematical information, such as graphs. Additionally, they may lack the flexibility to approach problems from multiple angles, often relying on a single, rigid strategy. This can lead to difficulties completing homework independently, requiring additional support to keep up with their peers. As a result, their performance in mathematics may lag behind their abilities in other subjects.
Beyond the classroom, individuals with dyscalculia may experience ongoing challenges in everyday life. They may have trouble memorising numerical sequences like phone numbers or postcodes. Financial tasks, such as budgeting, calculating change, or splitting bills, can be particularly daunting. Spatial awareness can also be affected, leading to difficulties distinguishing between left and right or following directions. Time management is another common issue, as they may struggle to accurately estimate the duration of tasks or journeys. Finally, games involving numbers or scoring can be frustrating due to their underlying mathematical demands.
How common is dyscalculia?
Around 25% of the population has maths learning difficulties but it’s estimated that 6% of people have dyscalculia. Unlike dyslexia which seems to affect boys more often than girls dyscalculia affects boys and girls equally. Compared to dyslexia dyscalculia is less researched and less understood which means it’s possible that many people have the condition without a formal diagnosis.
People with dyslexia are more likely to have difficulties with maths although this isn’t always a result of comorbid dyscalculia. There could be other comorbid disorders or learning difficulties at play such as ADHD. Dyslexia itself can make maths learning more challenging since it affects working memory information retrieval and speed of processing thus making it difficult to follow procedures in mathematics. Dyscalculia mainly causes problems with number skills. When dyslexia affects maths it centres around difficulty learning maths language sequences and procedures rather than processing numbers themselves.
What causes dyscalculia?
It isn’t clear what causes dyscalculia. Research is ongoing to better understand the disorder its causes and potential treatments. It is thought that the disorder is genetic because there is clear evidence that it runs in families.
We also know that those with dyscalculia have different brain structures than those without the disorder. Brain scans show reduced grey matter and white matter in key parts of the brain that affect numerical processing.
How is dyscalculia diagnosed?
The first step in diagnosing dyscalculia in children is usually a meeting between parents teachers and SENCO coordinators. This allows the school and parents to share concerns identify symptoms and put additional learning support in place. Next it’s helpful for the family to visit their GP. GPs can rule out physical health conditions such as problems with vision or hearing.
If a GP does not find signs of health problems the child is usually referred to a specialist for assessment. This may be an educational psychologist or other healthcare professionals who specialise in learning difficulties. A series of tests are conducted to assess:
- Reading ability
- Writing ability
- Mathematical ability
- Vocabulary
- Language development
- Memory
- Processing speed
- Logical reasoning
- Organisational skills
The assessor produces a report outlining their diagnosis and this informs an educational plan to help support the child in their learning.
When adults suspect they have dyscalculia the diagnosis process is much the same. A GP visit first rules out other conditions. Adult assessments consider their educational history and the impact their symptoms have had on their life. Following a diagnosis of dyscalculia adults can be taught new ways to approach numerical problems. They often find new confidence to return to education and achieve maths qualifications.
How is dyscalculia treated?
Dyscalculia does not have a defined medical treatment. Instead there are educational interventions to help with maths learning. These centre around improving connections with numbers to make it easier to navigate maths problems. It isn’t possible to ‘grow out’ of dyscalculia but with the right support children can learn how to cope with the disorder so that it doesn’t have a major detrimental impact on their lives as adults.
Multi-sensory learning
Multi-sensory learning is the process of engaging multiple senses at once to aid engagement and understanding. It helps children to make connections with new concepts in more than one way. In maths it can involve things like visualising number operations with coloured blocks. The process of moving physical objects around to make calculations can be useful for those with dyscalculia. Other multi-sensory maths techniques include tapping out multiples to feel their value or using musical sequences and songs to memorise mathematical sequences.
Numeracy software programmes
Software like IDL Numeracy is designed to support learning for children with dyscalculia and other learning difficulties. They deliver interactive lessons that present maths problems in fun accessible ways. With IDL Numeracy the mechanics of each lesson remain the same and this consistency provides children with confidence in familiarity. They find it easier to take on new maths problems with less anxiety than would usually come with unfamiliar tasks.
If you\’re interested in IDL Numeracy software or you’d like to learn more about our range of free resources to support maths learning do not hesitate to contact us for more information.
