1. Dyscalculia
SN1014
Cathie Lacey

2. Definition
Dyscalculia is an individual's difficulty in conceptualizing numbers, number relationships, outcomes of numerical operations and estimation - what to expect as an outcome of an operation.
Professor Mahesh Sharma
Mahesh Sharma,Professor of Education,
Cambridge College - Author of Dyscalculia.

3. Some basic indicators The child will be performing below expectations
There is no obvious reason such as emotional state or an illness such
This underachievement may manifest itself in specifics such as problems with knowing the value or worth of numbers, in realising than 9 is one less than 10, for example, or in being able to rapidly recall (as the NNS requires) basic number facts
Some children may be dramatically underachieving in terms of their true potential.
Some children just get stuck in the counting-on phase of development.

4. Some strategies …
Teach the addition and subtraction facts for 10 and then extend them to the facts for 100 and so on.
Use the facts the child knows to work out the facts they don’t know.
Build confidence.
Encourage the pupil to take risks.
Mark often
Teach that much of mathematics is inter-connected

5. 7. Look for the links, for example =10 develops to = 100 to = 1000 to = 1.0 to 7a + 3a = 10a. Do not be surprised if a progression which usually creates no problem does seem to create a disproportionate difficulty.
8. Encourage the pupil to relax and overview the problem before starting.
9. Help pupils to estimate and strengthen their sense of number values. Encourage them to use the facts they truly know (not the ones they think they know!).
10. Help pupils to learn the skill of rephrasing questions until they make sense to them. Perhaps use drawings to help the understanding.

6. Research?
There is not much research about dyscalculia – or dyslexia in maths as it is sometimes known.
This site has some pointers for dyscalculia for adults:
This is another good site:
And another – though this is commercial:

7. What can you do? Think of a child you know who has problems with maths
Make a group list of support strategies
Share this with the class
Does this impact on any of the children in your planned lessons? If so, make sure you make some mention of this in your assignment.
Observe children with ‘maths difficulties' – what do you find out?