Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

(British Dyslexia Association definition)

There is considerably less research into dyscalculia than into dyslexia. However, it is estimated that dyscalculia is likely to occur in 3% – 6% of the population, and, unlike some other specific learning difficulties, is as likely to affect females as males.

The most obvious sign that a child has dyscalculia is if they are significantly worse at maths/numbers than every other subject. Be aware that all people can occasionally struggle with maths. Those with dyscalculia will struggle to a greater extent than their peers, and their difficulties will continue over time. Often, children with dyscalculia will also have a fear of maths and can stare at a problem for some time without knowing where to start.

Some indicators to look out for:

Primary School age:

• Has difficulty learning and recalling basic number facts such as number bonds, e.g. 6 + 4 = 10.
• Still uses fingers to count instead of using more advanced strategies
• Poor understanding of the signs +, – and x or may confuse these mathematical symbols
• Struggles to recognise that 3 + 5 is the same as 5 + 3 or may not be able to solve 3 + 26 ‒ 26 without calculating
• Has trouble with place value, often putting numbers in the wrong column.
• May not understand maths language or be able to devise a plan to solve a maths problem.
• Finds it difficult to understand maths phrases like greater than and less than
• Has trouble keeping score in sports or games
• May avoid situations that require understanding numbers, like playing games that involve maths.

Secondary School age:

• Has difficulty understanding information on charts and graphs
• Has trouble finding different approaches to the same maths problem, such as adding the length and width of a rectangle and doubling the answer to solve for the perimeter (rather than adding all the sides)
• Struggles to learn and understand reasoning methods and multi-step calculation procedures
• Has trouble measuring quantities like liquids in a bottle
• Lacks confidence in activities that require understanding speed, distance and directions, and may get lost easily
• Finds it difficult to apply maths concepts to money, such as calculating the exact change