Dyscalculia: When numbers don’t make sense

Dr Anna J. Wilson (Lecturer) Educational Studies and Human Development, College of Education, University of Canterbury

It is often mistakenly thought that difficulties with mathematics are caused by dyslexia.

In fact, an unexplained difficulty in mathematics is a separate learning disability, known as dyscalculia (UK) or mathematical learning disability (US). Half of those with dyscalculia also have dyslexia, however importantly, half do not have any difficulty with reading.

Despite the facts that dyscalculia has a similar prevalence rate to dyslexia (six per cent), has been studied by researchers for over 30 years, and is recognised by the World Health Organisation and American Psychological Association, in many countries it is largely ignored by educators and policy makers.

This is unfortunate given that children with unaddressed dyscalculia face many negative life outcomes, including limitations in employment (e.g. career choice, income) and difficulties using numbers to make decisions (e.g. managing finances, interpreting statistics).

Individuals with dyscalculia tend to find that numbers and mathematical procedures seem meaningless and that thinking about numbers is effortful and slow.

Children with dyscalculia show difficulties with number and number facts early in primary school, including difficulties with counting, calculation, recall of arithmetic facts, and simple number procedures and strategies.

They often exhibit a dislike of or anxiety toward maths, and display avoidance behaviours. Difficulties with numbers do not disappear and continue to affect the rest of mathematics into secondary school and adulthood.

A child with dyscalculia will not catch up on their own, or with only a small amount of help. Professional assessment and remediation is important.

You can read more about dyscalculia at http://www.aboutdyscalculia.org