Some kids love math. Some kids like math. Some kids struggle with math, or struggle with math anxiety. And some kids have dyscalculia,聽a specific learning disorder that affects one鈥檚 ability to understand numbers and learn math facts.
As awareness has continued to grow, educators today are curious to know: What are the characteristics of dyscalculia? How can I help a child with dyscalculia? What should I know about dyscalculia screeners? We鈥檙e here to provide some answers.
Dyscalculia: What it is and is not
According to the , dyscalculia (sometimes called 鈥渄evelopmental dyscalculia鈥�) is a term used to describe specific learning disabilities that affect a child鈥檚 ability to understand, learn, and perform math and number-based operations.
Honora Wall, Ed.D., founder of the , calls it 鈥渁 type of neurodivergence: A difference in brain development or function.鈥�
That鈥檚 an important distinction: Dyscalculia is a neurological condition that affects numerical cognition and processing. It has nothing to do with being 鈥渂ad at math鈥� or not 鈥渢rying hard enough.鈥�
Between of elementary school-aged children may have dyscalculia, which is believed to affect girls and boys equally.
It is important to note that not all difficulties in math are caused by dyscalculia. Dyslexia, ADHD, and other conditions can also pose challenges for math students.
Nor is dyscalculia simply 鈥渕ath dyslexia.鈥� Dyscalculia and dyslexia are entirely separate learning disorders that affect different areas of cognition and involve distinct difficulties.
How dyscalculia might present itself
Dyscalculia manifests in various ways in the math classroom. Here are some examples of how it can appear:
- When engaging in activities like games involving dice, students may need to count the individual dots to recognize a number rolled, rather than intuitively recognizing it.
- Students might have difficulty connecting the numerical symbol “5” (for example) to the word 鈥渇ive.鈥� Making this connection is essential for associating numbers with their meanings.
- Students may be delayed in learning to count, or lose track or rely on visual aids (like their fingers) when they count.
Such students may also have a hard time:
- Solving math problems.
- Recognizing or creating patterns.
- Learning basic math functions.
- Estimating how long a task will take.
- Processing visual-spatial ideas such as charts and graphs, or even telling left from right.
- Remembering phone numbers or zip codes.
- Playing games that involve counting or keeping score.
- Telling time.
The connection between mathematics anxiety and dyscalculia
Math anxiety is an emotional response to math that presents as apprehension or fear. Some call it mathematics phobia. It may include physical symptoms such as sweating, rapid heartbeat, shortness of breath, and other physical symptoms of anxiety. It鈥檚 similar to other types of anxiety, but it鈥檚 exclusive to math.
But, most important in this context, it鈥檚 not itself a neurological or cognitive condition.
So dyscalculia and math anxiety are not the same, but they may go hand in hand鈥攑erhaps with one exacerbating the other. Students with dyscalculia might due to repeated challenges and frustrations in learning math.
Understanding this connection鈥攁nd working to alleviate math anxiety鈥攊s crucial for educators aiming to create a supportive learning environment.
Tips for assisting students with dyscalculia
Here are some practical strategies educators can use to support students with dyscalculia:
- Teach positive self-talk and persistence: Encourage students to develop a 鈥済rowth mindset,鈥� reinforcing that effort and persistence (as well as making mistakes) are essential to overcoming challenges.
- Provide organizational aids: Use graph paper to help students line up numbers correctly, which aids in precision during calculations.
- Use manipulatives: Tools like counters and blocks can make math feel more tangible, helping students grasp abstract concepts.
- Focus on singular tasks: Present one math problem at a time to prevent students from feeling overwhelmed and allow for focused attention.
- Allow more time: Give students the opportunity to work at their own pace, acknowledging that they may need more time to process numerical information.
- Grant calculator access: Allowing calculators can reduce stress and help students solve problems more efficiently.
- Make math fun and engaging: Incorporate interactive platforms such as Desmos Classroom to create an enjoyable and interactive learning experience.
