Dyscalculia [Maths difficulty] Arthimetic disability

Dyscalculia is a term referring to a wide range of difficulties with maths, including weaknesses in understanding the meaning of numbers, and difficulty applying mathematical principles to solve problems

Studies have been done to try to identify predictors of potential mathematical disability. The main predictors include:
- Not knowing which of two digits is larger, i.e. understanding the magnitude and relationship of numbers
- Lacking effective counting strategies
- Poor fluency in identification of numbers
- Inability to add simple single-digit numbers mentally
- Limitations in working memory capacity

If basic maths facts are not mastered, many teenagers and adults with dyscalculia may have difficulty moving on to more advanced maths applications. Additional language processing disorders can make it difficult for a person to grasp the vocabulary of maths. Without a clear understanding of this vocabulary, it is difficult to build on maths knowledge.

An evaluation reveals how a person understands and uses numbers and maths concepts to solve advanced-level, as well as everyday, problems. The evaluation compares a person’s expected level of performance (based on their educational history and the level of remediation they have received) and their current level of skill and understanding, while noting specific strengths and weaknesses.

Recognising a student’s strengths and weaknesses is the first step to getting help. Following identification, parents, teachers and other educators can work together to establish strategies that will help the student learn maths more effectively.

Help outside of the classroom can assist a student to achieve mastery in areas of weakness before moving on to new topics. Repeated reinforcement and specific practice can make understanding easier.

Additional strategies to support individuals with dyscalculia can include:
- Explicit instruction in effective counting and calculation techniques
- Allow the use of calculators when mental maths is not the objective of the lesson
- Utilise number fact charts and times table charts to assist with recall
- Use graph paper to assist with lining up written work appropriately
- Focus on a few maths facts at a time and ensure mastery before introducing new facts
- Allow additional time to complete maths activities or reduce the number of questions students need to complete in class
- Play games that reinforce the maths concept