Unlocking Math Success: Understanding and Supporting Dyscalculia

Dyscalculia is a learning disability that hinders a person’s ability to understand and carry out mathematical computations (Cleveland Clinic). Dyscalculia is similar to dyslexia as they are both learning disability, however, while dyslexia pertains to general confusion over words and spelling, people with dyscalculia often confuse numbers and calculations. It is estimated that dyscalculia affects about 5 to 10% of the population (Understood.org) and is most easily detected in elementary school children, however, it can be prevalent in adult life as well. While it is a condition that a person is born with, dyscalculia can be developed at a later age due to stroke or brain injury, however, in this case it is more often called acquired dyscalculia or acalculia (Benn). Surprisingly, unlike dyslexia, dyscalculia often goes undiagnosed and is commonly disregarded by both the affected individual and the people around them. People who struggle with math often assume that they are not smart enough to understand or simply not good at math when their difficulties truly stem from an undiagnosed case of dyscalculia. Because of this, seeking out specialists who can provide educational support is an important tool for setting a foundation by which students with dyscalculia can begin to develop their skills.

Cleveland Clinic cites the Diagnostic and Statistical Manual of Mental Illnesses (DSM-5) as the primary tool used by professionals to diagnose dyscalculia. The DSM-5 dictates dyscalculia as a “specific learning disorder” indicated by delayed mathematical skills. However, the skill a person with dyscalculia might display varies by age group. The Child Mind Institute signifies difficulties in connecting math symbols with meaning or delayed counting. As the student grows, difficulty keeping up with other classmates in math and confusion in math operations such as addition, subtraction, multiplication, and division become more apparent. In adult life, dyscalculia can manifest itself as confusing or mixing up numbers or difficulty counting. As a result, many people with dyscalculia tend to avoid areas of life that involve mathematics, and as they get older, this becomes increasingly more difficult. Adults with dyscalculia find themselves struggling with counting money, remembering phone numbers, or even keeping track of time. When a child or adult displays the typical signs of dyscalculia, it is best to seek the advice of a professional, such as an educational psychologist, and get an official diagnosis.

Although dyscalculia is grouped with dyslexia in the DSM-5, The Number Sense, a powerful book written by cognitive neuroscientist Stanislas Dehaene, states that research for dyscalculia is actually 5-10 years behind that for dyslexia. This gap in research often makes it difficult for people suffering from dyscalculia to seek help and support and has contributed to widespread confusion around how to support individuals with dyscalculia appropriately in the classroom. However, many professionals are beginning to develop and have had success with techniques that can use other strengths to help with dyscalculia. A proper diagnosis can allow a student to seek out accommodations that might aid in their success. These accommodations can be extra tutoring or test time, use of a calculator as an aid, or even additional teacher assistance time. Education Week suggests using other skills to help students with dyscalculia, this includes integrating concepts such as words, colors, or speaking out loud to create connections and deepen understanding. Specific terms may also be used to help describe what each operation may mean. For example, Education Week suggests using the word “borrowing” instead of “addition” and “regrouping” instead of “subtraction.” Many students benefit from visual learning, using diagrams and figures to solve calculations may also help students who get confused when just looking at individual numbers or equations. It is crucial to provide support and encouragement to students struggling with dyscalculia as well as provide them with academic tools that meet their learning needs. It is very easy for people with dyscalculia to feel frustrated or upset, and it is important to reinforce their capabilities and applaud each success. Marilyn Zecher’s Multisensory Math approach is a fantastic program that utilizes Orton-Gillingham techniques  to teach mathematics. By engaging multisensory approaches to learning, students with dyslexia and dyscalculia, along with other learning disabilities, can create stronger memory connections and strengthen their ability to recall and utilize that information. The sequenced, systematic, and structured approach along with frequent repeated practice and review are crucial for individuals with learning disabilities, such as dyscalculia, to make strong foundational connections to math content.

At Your Learning Toolbox, we engage a variety of techniques to help students with all kinds of learning disabilities, including dyscalculia. Using visuals, concrete manipulatives, and Orton-Gillingham techniques to help describe math problems allows students to build a strong foundational understanding of math concepts and become more independent mathematicians. Additionally, the ability for a student to work with a tutor gives them the opportunity to move at their own pace, go over problems they were confused about, and ask questions. We are able to customize our tutoring sessions for each student, and play into their strengths to help students improve. 

There are many techniques and methods that a parent can use to help a child with dyscalculia, and these strategies can be used throughout adulthood as well. By taking advantage of visual techniques, accommodations, and providing support and encouragement, the difficulties of dyscalculia can be mitigated.