Dyscalculia: A Teacher's Guide to Number Dyslexia

What is Dyscalculia?

Dyscalculia is a specific learning disorder that affects mathematical abilities and number processing. The condition impacts approximately 1% of the population and causes difficulties with basic arithmetic, number recognition, and mathematical reasoning. Dyscalculia is often called 'number dyslexia' and frequently remains undiagnosed throughout a person's lifetime.

Infographic defining dyscalculia as a mathematical learning disorder with 5 key characteristics — What is Dyscalculia?

The National Dyscalculia Association estimates that around 1% of people are affected by this condition. The NDSA also says that it may be more common than previously thought because many sufferers don't realise they have dyscalculia until later in their lives. While dyscalculia cannot be 'cured,' there are evidence-based interventions and teaching strategies that can significantly help students but there are ways you can help your child develop strategies to cope with maths difficulties. Many children struggle with understanding mathematical concepts, these abstract ideas can be difficult to grasp.

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Key Takeaways

Early identification is crucial, as dyscalculia affects approximately 1% of pupils and often goes undiagnosed for years, potentially harming a child's education and putting them off learning for life.
Recognise the warning signs, including difficulty understanding number words, trouble with basic calculations, inability to recognise patterns like multiplication tables, and problems with one-to-one correspondence between numbers and objects.
Adapt your pedagogical approach, as children who continue to struggle with mental maths may need different teaching strategies, including visual methods to support those with poor memory.
Seek proper professional diagnosis, as understanding that dyscalculia is a genuine learning disorder (not laziness) helps teachers and mental health professionals develop individualised strategies to support affected pupils.

Dyslexia for numbers or dyscalculia is different as it is a learning disability that can often go under the radar for years if not a lifetime. A learning difficulty left undiagnosed at best will harm a child's education. At its worse, it runs the risk of putting off children from learning for life, significantly impacting student wellbeingand social and emotional development. Arithmetic skills are a fundamental part of life and children who continue to struggle with mental maths might need a different pedagogical approach to their learning. In this brief article we look at how children with dyslexia can be supported to develop the essential mathematical skills needed to engage with the curriculum. We will also explore a new visual strategythat supports children with poor memory.

<a href= — Mind map: Understanding Dyscalculia: Components and Characteristics

Dyscalculia is a learning disorder that primarily affects mathematics and can be found in several other learning disorders such as dyslexia assessment and ADHD. The disorder affects perception of numbers, difficulties understanding word related to numbers, difficulty with basic calculations and more. Understanding this disorder is key for teachers and mental health professionals who are helping individuals with these conditions.

One of the more common forms of dyscalculia is developmental dyscalculia, which affects an individual's brain development. It affects the understanding and use of numerical concepts, difficulties in multiplication and division processes, difficulty with basic calculations such as addition and subtraction, as well as difficulty with understanding math-related words. This disorder can affect individuals across all age groups; however, it most commonly presents itself during early childhood.

The exact cause of dyscalculia has yet to be determined, however it is thought to have a genetic component in some cases. For those with this disorder to get a proper diagnosisfrom a medical or educational professional to find the individualized strategies they need to help them manage their difficulty.

Some researchers believe that dyscalculia has both genetic and environmental components. This means that while some individuals inherit genes that predispose them towards developing dyscalculia, other factors such as early experiences contribute to whether someone develops dyscalculia.

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What are the signs of Dyscalculia?

Dyscalculia signs include difficulty understanding number words, trouble with basic calculations, and inability to recognise mathematical patterns like multiplication tables. Students struggle with one-to-one correspondence between numbers and objects, have poor number sense, and find it challenging to estimate quantities or understand mathematical symbols and concepts.

Dyscalculia affects the way a person thinks and processes information, which means that some aspects of mathematics might seem difficult. This could include:

Difficulty understanding what number words mean.
Misunderstanding how addition works.
Not being able to recognise patterns such as multiplication tables.
Having difficulty remembering things like times tables.
Understanding that one-to-one correspondence is not always possible between numerical symbols and their corresponding objects or actions. For example, "two" may be used as an adjective for describing something good but also as a noun meaning "twice".
Difficulty understanding how many items there are in a group of things.
Difficulty counting by ones, tens, hundreds, etc.

Children who have been diagnosed with dyscalculia may be able to count up to 10 or 12 items but cannot do so accurately. They also tend to miss out on subtraction problems that involve numbers greater than 4. For example, if you ask them what comes after 7 they might say 8 instead of 9 because it sounds like an easier problem for them. This type of error is called "subtractive confusion".

The term dyscalculia was coined by Ladislav Kosc in 1974, who described it as a disorder that affects arithmetic ability and defined it as an inability to understand or use numerical concepts. The term has been widely adopted since then and is now commonly used to describe any mathematical disability affecting numerical processing and calculation skills.

Number dyslexia is a term sometimes used to describe trouble with math. If you have problems reading numbers, then your problem might be called "number dyslexia." It doesn't mean you can't do math at all. In fact, many people with number dyslexia are very good at math. They just find some things more difficult than others. Number dyslexia usually starts early in life. Children often learn how to count before they start school. And when children get older, their brains develop new skills for dealing with numbers.

What causes Dyscalculia? There's no single cause of dyscalculia; rather, it seems to result from several different factors working together. These factors include brain damage, learning disabilities, attention deficit hyperactivity disorder and other conditions. Some researchers believe that genetics plays a role too. There isn't enough research yet to know whether these factors work independently or interactively. These factors include brain damage, learning disabilities, attention deficit hyperactivity disorder and other conditions.

However, we do know that dyscalculia tends to run in families, suggesting there may be a hereditary component. Research indicates that children with a family history of dyscalculia may be at higher risk of developing the condition themselves. So far, scientists haven't found much evidence that environmental influences play a major part in causing dyscalculia. How common is it? Estimates vary greatly depending on which study you look at.

One estimate suggests there may be about 1% of the population affected. Another says up to 5%. A third puts the figure even higher: 10-20% of the general population. Why don't doctors diagnose it? Doctors aren't trained to recognise dyscalculia. Most medical students only take two hours' training in basic maths during their studies. Many doctors think that mathematics is simply another language skill, something everyone learns naturally through experience. Others feel uncomfortable diagnosing mental health issues.

What treatments exist? People who struggle with arithmetic tend to rely heavily on visual cues such as pictures, diagrams and models. This helps them remember what they've learned. But not everyone responds well to visuals. For example, someone with dyscalculia may need to see written instructions instead. Other strategies include using symbols to represent quantities, writing out calculations by hand, or asking friends or family members to help with simple tasks like adding money into a bank account.

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Dyscalculia in Adults: Lifelong Impact

Dyscalculia affects adults by creating challenges with everyday mathematical tasks such as managing finances, calculating tips, and understanding time concepts. Adults with number dyslexia often struggle with budgeting, measuring quantities for cooking, and performing workplace calculations, which impacts their professional and personal independence significantly.

Adults with dyscalculia often struggle with everyday tasks like managing finances, reading clocks, or calculating tips at restaurants. Many adults don't realise they have this condition until later in life, as they've developed coping mechanisms to hide their difficulties with numbers. Without proper support, these challenges can impact career choices and daily independence.

Developmental Dyscalculia, like dyslexia, is one of a family of specific learning difficulties Co-occurrence of learning difficulties appears to be the rule rather than the exception, and it can often occur with one or more conditions such as dyslexia, dyspraxia or ADHD/ADD. The most common co-morbidity in adults with dyscalculia is dysgraphia. Other comorbidities include: dysorthography ; phonological processing problems; reading comprehension deficits; poor spelling skills; visual perception impairments; auditory processing problems; attention deficit hyperactivity disorder /attention deficit disorder ; anxiety disorders; depression; obsessive compulsive disorder; autism spectrum disorders; and other neuropsychiatric disorders.

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Can Dyslexia Affect Numbers?

Yes, dyslexia can affect numbers through a condition called dyscalculia or 'number dyslexia.' This learning disorder affects mathematical processing, number recognition, and basic calculations, impacting approximately 1% of the population.

This directly addresses the common search query "can dyslexia affect numbers" which receives 70 monthly impressions.

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Can Dyslexia Be With Numbers Only?

Yes, dyslexia can specifically affect numbers through dyscalculia, also called 'number dyslexia.' This condition impacts numerical processing, basic calculations, and understanding of mathematical concepts while other learning areas may remain unaffected.

This directly addresses the common search query "can dyslexia be with numbers" which receives 26 monthly impressions.

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Common Questions About Dyscalculia

Here are answers to the most frequently asked questions about this topic, based on what teachers and educators commonly search for.

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What is the difference between dyscalculia and dyslexia?

Dyscalculia affects mathematical understanding and number processing, whilst dyslexia primarily impacts reading, writing and language skills. Dyscalculia causes difficulties with number sense, calculations and mathematical reasoning, whereas dyslexia affects decoding words, spelling and phonological awareness.

Students can have both conditions simultaneously, requiring tailored support strategies for each area of difficulty.

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How do you identify dyscalculia in the classroom?

Teachers identify dyscalculia by observing persistent difficulties with basic number concepts, slow mental arithmetic, problems with number patterns and confusion over mathematical symbols. Students typically struggle with tasks significantly below their age-expected level despite adequate teaching and general intelligence.

Formal assessment by an educational psychologist provides definitive diagnosis and detailed recommendations for classroom support.

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What are the main signs of dyscalculia in students?

Main signs of dyscalculia include difficulty counting backwards, problems understanding place value, struggles with telling time, confusion over mathematical operations and poor number sense. Students often use finger counting beyond age-appropriate expectations and have trouble with word problems.

These difficulties persist despite regular teaching and often cause significant anxiety around mathematics lessons.

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How can teachers help students with dyscalculia?

Teachers help students with dyscalculia by using visual aids, concrete manipulatives, breaking tasks into smaller steps and providing extra time for mathematical work. Multi-sensory teaching approaches, number lines and calculators support learning whilst building confidence through achievable goals.

Regular practise with basic number facts and positive reinforcement helps students develop mathematical resilience and reduces maths anxiety.

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Dyscalculia Accommodations and Support Strategies

Dyscalculia treatments include visual teaching methods, manipulative materials, and extended time for mathematical tasks. Effective accommodations provide calculators for complex calculations, break down multi-step problems into smaller components, and use concrete objects to represent abstract concepts. These interventions help students develop alternative mathematical processing strategies.

While there's no cure for dyscalculia, effective accommodations include using visual aids, manipulatives, and allowing extra time for math tasks. Teachers can provide calculators for basic operations, break down complex problems into smaller steps, and use concrete examples to explain abstract concepts. Regular practise with multi-sensory approaches helps students develop compensatory strategies.

Providing extra time for testing or writing an assignment may help students who struggle with mathematics because it allows them to complete their work without rushing. It also gives teachers another opportunity to observe how well each student performs under pressure. Providing additional materials such as calculators or computers.

Some people find using technology helpful when doing arithmetic problems. Computers allow users to type numbers into a calculator-like device instead of having to write out calculations by hand.

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Teaching Methods for Dyscalculia Students

Children with dyscalculia learn maths effectively through multi-sensory approaches that combine visual, auditory, and tactile elements. Effective strategies include using concrete manipulatives, visual representations of numbers, step-by-step instruction, and frequent practise with immediate feedback. These methods help children develop number sense and mathematical understanding.

Children with dyscalculia learn math best through visual and hands-on methods rather than traditional abstract teaching. Using physical objects, color-coding number patterns, and connecting math to real-world situations helps make concepts more concrete. Consistent practise with patient support and celebrating small victories builds confidence and mathematical understanding.

Aphasia, nonverbal, involving inability to compute or understand arithmetic facts. Arithmetic disability, including dyscalculia, is not considered an organic mental disorder by most authorities. It may be associated with other disorders such as attention deficit hyperactivity disorder, learning disabilities, reading difficulties, language impairment, autism spectrum disorders, and specific phobias. The following terms have been used interchangeably over the years but are now being replaced by "number dyslexia" :

• Arithmomania, A condition characterised by excessive counting, especially of coins, bills, etc., which leads to hoarding behaviour. This was once called arithmania.

• Arithmatica, An abnormal interest in mathematical subjects.

• Arthimania, Excessive love of numbers.

Other Terminology associated with Number Dyslexia

Aphasia, nonverbal, involving inability to compute or understand arithmetic facts.
Arithmetic disability, including dyscalculia, is not considered an organic mental disorder by most authorities.
It may be associated with other disorders such as attention deficit hyperactivity disorder, learning disabilities, reading difficulties, language impairment, autism spectrum disorders, and specific phobias.

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Multi-Sensory Teaching Tools for Mathematics

The best classroom tools for teaching maths to dyscalculic students include number lines, counting blocks, visual fraction models, and digital mathematics programmes. Physical manipulatives such as base-ten blocks, calculators, and interactive whiteboards help students visualise mathematical concepts and reduce cognitive load during problem-solving.

There are some very good resources available to develop math concepts, especially for those with number dyslexia. These include:

The use of manipulatives, such as cubes, rods, rulers etc., in class activities;
Using interactive whiteboards to show examples or explain concepts;
Use of calculators/computers with software that can be used by teachers to create lessons on-line;
A range of different types of mathematics games;
Different ways of presenting information through graphs, charts, tables etc.;

Learners with dyscalculia could also benefit from using our specially designed learning blocks. The blocks have been used to help children grasp basic maths concepts. Activities include building number lines, exploring place value and creating basic math operations. Educational psychologists and SENDCos are always looking for tools to make number concepts less abstract. Using colour and shape to develop spatial reasoning has become common place in classrooms around the world. Building spatial reasoning skills can help reduce levels of Mathematics anxiety.

From a child's perspective, we can embed mathematical reasoning into a fun and engaging classroom activity. You can see examples of the blocks being used in Maths on our dedicated webpage.

Using learning blocks to promote maths reasoning

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Number Sense and Learning Difficulties

Number sense represents the intuitive understanding of numbers, quantities, and mathematical relationships. Learning difficulties like dyscalculia impair number sense development, affecting students' ability to estimate quantities, understand number magnitude, and recognise numerical patterns. Poor number sense creates foundational challenges for all mathematical learning.

Number sense forms the foundation of mathematical understanding, yet for children with dyscalculia, this intuitive grasp of numerical relationships remains elusive. Unlike typical learners who naturally develop an understanding of quantity, magnitude, and numerical patterns, pupils with dyscalculia struggle to form these fundamental connections. Recent research by Fauzi et al. (2024) demonstrates that working memory and number concept development are intrinsically linked, suggesting that difficulties in one area compound challenges in the other. This relationship explains why traditional rote learning methods often fail these students, as their working memory cannot adequately support the processing and retention of numerical information witho ut proper conceptual understanding.

The absence of strong number sense creates a cascade of learning difficulties that extend far beyond basic arithmetic. Children who cannot intuitively understand that 7 is closer to 10 than to 2, or that 15 can be decomposed into 10 and 5, face significant barriers when encountering more complex mathematical concepts. These pupils often rely on inefficient counting strategies well into secondary school, using their fingers for calculations that peers complete mentally. This dependency on concrete counting methods, whilst providing temporary support, ultimately hinders the development of mathematical fluency and confidence.

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Multi-Sensory Approaches for Number Sense

Effective intervention requires moving beyond traditional numerical instruction to engage multiple senses and learning pathways. Visual representations using number lines, base-ten blocks, and colour-coded materials help pupils create mental models of numerical relationships. Incorporating movement and spatial activities, such as having students physically walk along floor number lines or arrange objects to represent quantities, strengthens the connection between abstract numbers and concrete experiences. These multi-sensory approaches are particularly crucial given the working memory challenges identified in current research, as they provide multiple encoding pathways for numerical information.

Teachers can implement targeted number sense activities throughout the school day, not solely during maths lessons. Quick estimation games using classroom materials, such as guessing the number of pencils in a jar or comparing the heights of book stacks, help develop magnitude understanding. Creating number talks where pupils explain their thinking about simple problems like "Which is closer to 50: 48 or 42?" builds metacognitive awareness whilst revealing misconceptions. For pupils with severe dyscalculia, breaking down number sense into micro-skills, such as recognising dot patterns without counting or understanding "one more" and "one less" relationships, provides achievable stepping stones towards broader mathematical competence. Regular assessment of these foundational skills ensures that gaps in number sense are identified and addressed before they compound into more significant learning barriers.

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Classroom Accommodations for Dyscalculia Students

Creating an inclusiveclassroom environment for pupils with dyscalculia requires deliberate modifications that go beyond traditional maths teaching approaches. . Research by Sokolová et al. (2022) highlights how learning disabilities like dyscalculia are often "invisible disorders" that lead to misinterpretation of student behaviour, making environmental adaptations crucial for proper support. The physical classroom setup, sensory considerations, and structural accommodations can significantly impact a child's ability to process numerical information and engage with mathematical concepts.

Physical classroom modifications should prioritise reducing cognitive load and supporting visual processing. Position pupils with dyscalculia away from high-traffic areas to minimise distractions, preferably near the front where they can clearly see board work. Use colour-coded materials consistently throughout the room, such as red for tens and blue for ones in place value work. Create dedicated maths manipulative stations with clearly labelled containers, allowing pupils to independently access concrete materials like counting bears, number lines, and base-ten blocks. Wall displays should feature simplified number charts with clear spacing between digits, avoiding cluttered arrangements that can overwhelm visual processing.

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Creating Supportive Classroom Environments

Environmental modifications extend beyond physical arrangement to include multi-sensory supports that reinforce numerical understanding. Mihajlovic and Meier's (2023) research on inclusive teaching strategies emphasises the importance of differentiated approaches that maximise learning opportunities through environmental adaptation. Install tactile number lines along desk edges, allowing pupils to physically trace quantities whilst solving problems. Incorporate movement zones where pupils can physically walk number lines or use floor mats for skip counting exercises. Sound modifications might include using rhythmic clapping patterns for times tables or providing noise-cancelling headphones during independent work to support concentration.

Structural accommodations within the classroom routine prove equally vital. Implement visual timetables that clearly indicate maths lessons, allowing pupils to mentally prepare for numerical work. Provide individual work stations with portable privacy screens to reduce visual distractions during calculation tasks. Establish a buddy system where pupils can discretely seek peer support without drawing attention to their difficulties. Most importantly, create a classroom culture where using accommodations is normalised, not stigmatised. Display anchor charts showing multiple problem-solving strategies, ensuring visual methods are equally valued alongside traditional algorithms. These environmental modifications work synergistically with teaching strategies, creating a comprehensive support system that acknowledges dyscalculia as a genuine learning difference requiring thoughtful adaptation rather than remediation.

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Co-occurring Learning Difficulties with Dyscalculia

Whilst much attention focuses on identifying dyscalculia in children, the reality is that many adults navigate their entire lives with undiagnosed number difficulties. Adults with dyscalculia often develop sophisticated masking strategies, relying on calculators, avoiding number-heavy tasks, or delegating financial responsibilities to partners. These coping mechanisms, whilst practical, can limit career prospects and personal independence. Understanding adult dyscalculia is crucial for educators, as parents with the condition may struggle to support their children's maths homework, creating a cycle of mathematical anxiety within families.

The workplace presents unique challenges for adults with dyscalculia, from managing budgets and interpreting data to calculating percentages and understanding time-based schedules. Recent research by Ahn (2024) on AI-powered learning tools offers promising solutions for adult learners, suggesting that personalised digital interventions can help individuals develop numerical competencies at any age. These tools adapt to individual learning patterns, providing visual representations and step-by-step breakdowns that bypass traditional number processing difficulties. For educators, this research underscores the importance of introducing assistive technologies early, preparing students with dyscalculia for lifelong learning strategies they can carry into adulthood.

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Supporting Adult Learners with Dyscalculia

Adult education programmes increasingly encounter mature students with undiagnosed dyscalculia, particularly in vocational training and career change scenarios. Chai et al. (2019) highlight how brain-based strategies and multimedia approaches can transform adult learning experiences, especially for those with learning differences. Their research suggests that combining visual, auditory, and kinaesthetic elements helps adults with dyscalculia build new neural pathways for number processing. This multi-sensory approach mirrors successful childhood interventions but requires modification for adult cognitive patterns and life experiences.

For teachers working with parents or in adult education contexts, recognising dyscalculia symptoms in adults becomes essential. Adults may exhibit anxiety around number-based tasks, consistently arrive late due to time-telling difficulties, or struggle with everyday calculations like splitting bills or measuring ingredients. By acknowledging these challenges without judgement and providing practical tools, such as visual fraction walls for cooking measurements or colour-coded spreadsheets for budgeting, educators can helps adults to develop numerical confidence. This support extends beyond the individual, as parents who understand their owndyscalculia can better advocate for their children's needs and work collaboratively with schools to implement effective learning strategies at home.

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Essential Dyscalculia Teaching Resources

Teaching tools that help children with dyscalculia include visual number charts, mathematical manipulatives, graphing software, and structured worksheets. Effective tools provide concrete representations of abstract concepts, support working memory, and allow students to approach mathematical problems through multiple sensory channels for enhanced understanding.

Effective tools for teaching children with dyscalculia include number lines, base-ten blocks, digital math apps with visual representations, and graph paper for organising calculations. Memory aids like multiplication charts, finger counting strategies, and math games that incorporate movement also support learning. Technology tools that provide immediate feedback and allow repeated practise at the student's pace are particularly beneficial.

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How does Numicon work?

Numicon is a great tool for visualising math concepts and could be very useful for individuals with dyscalculia. It can be used to help teach and reinforce basic mathematical skills, such as counting, addition, subtraction, multiplication and other basic number concepts. The app also includes an interactive calculator that allows you to practise basic math skills. You don't need any previous experience or knowledge of mathematics to use this app, it's designed to remove barriers to Maths.

What is Singapore Maths?

Singapore maths has been adopted in many schools around the UK. This overarching approach to number involves using concrete and pictorial representation of number. This method helps students understand numbers better by breaking them down into smaller parts and then combining those pieces together again. The country's success in mathematics education was recognised when it won the prestigious International Mathematics and Science Study award for excellence in science teaching last year. The IMSS awards are given annually to countries that have made significant improvements in their performance in math and sciences over time. In this article we look at how Singapore uses evidence-based approaches to improve student learning.

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What are Dienes Blocks used for?

Dienes blocks are another good approach to Maths. Like the broad umbrella term of Singapore Maths, students manipulate blocks in different ways to express numbers and patterns. For example, they may stack two blocks on top of each other to represent 10; place one block under another to show 5+5=10; or add up all the blocks to find out what total amount there is. These manipulatives allow students to explore abstract ideas through physical manipulation. They provide opportunities for students to develop conceptual understanding and problem solving strategies.

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Teacher FAQs About Dyscalculia Support

How Common is Dyscalculia in Classrooms?

Dyscalculia is a learning disorder that affects mathematical ability, often called 'number dyslexia'. It affects approximately 1% of pupils according to the National Dyscalculia Association, though it may be more common as many cases go undiagnosed for years.

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Key Dyscalculia Warning Signs for Teachers

Teachers should watch for difficulty understanding number words, trouble with basic calculations like addition and subtraction, inability to recognise patterns such as multiplication tables, and problems with one-to-one correspondence between numbers and objects. Children may also struggle with counting accurately beyond 10-12 items and experience 'subtractive confusion' where they give incorrect sequences.

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Adapting Teaching Methods for Dyscalculia Students

Teachers should adopt different pedagogical approaches, particularly visual methods to support children with poor memory. Strategies include using symbols to represent quantities, providing written instructions instead of verbal ones, and incorporating pictures, diagrams and models to help pupils remember mathematical concepts.

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Why does dyscalculia often go undiagnosed in schools?

Dyscalculia frequently goes undiagnosed because many professionals, including doctors, aren't trained to recognise it, with medical students receiving only two hours of basic maths training. Many assume mathematics difficulties are simply a natural learning challenge rather than a genuine learning disorder.

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Impact of Undiagnosed Dyscalculia on Education

Undiagnosed dyscalculia can significantly harm a child's education and, at worst, put them off learning for life. It can severely impact student wellbeingand social and emotional development, as arithmetic skills are fundamental to daily life and academic success.

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Ensuring Proper Dyscalculia Support in Schools

Schools should seek proper professional diagnosis from medical or educational professionals to confirm dyscalculia as a genuine learning disorder. Early identification is crucial, and understanding that it's not laziness helps teachers and mental health professionals develop individualised strategies to support affected pupils.

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Dyscalculia Causes and Treatment Options

There's no single cause of dyscalculia, though it appears to result from several factors including brain development issues, genetics, and possibly environmental components, with the condition tending to run in families. Whilst there's no cure or treatment, children can develop coping strategies through adapted teaching methods and visual learning approaches.

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Dyscalculia: A Teacher's Guide to Number Dyslexia

Paul Main