Identifying and Supporting Dyscalculia in the Classroom

Whether you are a teaching assistant, SENCO or teacher, as educators, we all play a crucial role in ensuring that all students receive the support they need to thrive academically. While much attention is often given to reading and writing difficulties, it’s important not to overlook the challenges faced by students with dyscalculia.

 

What is dyscalculia?

Dyscalculia is a specific learning difficulty that affects a person's ability to understand and work with numbers. There are several misconceptions about dyscalculia, such as assuming it is a result of low intelligence or lack of effort. In this blog we will explore dyscalculia and discuss some effective strategies for identifying and supporting students in the classroom.

 

Understanding dyscalculia

Dyscalculia is more than just a difficulty with numbers and maths. It affects an individual's number sense, making it challenging for them to grasp fundamental mathematical concepts, recognise patterns, and perform calculations accurately. Dyscalculia can impact various aspects of a student's life including counting, spatial awareness, telling time, understanding money, mathematical symbols and reading maps.

 

Identifying dyscalculia in the classroom

Identifying dyscalculia in the classroom can be a challenge, as the symptoms may vary from one student to another. However, there are some signs in students that that you can look out for to help recognise any potential difficulties. These signs include:

• A persistent difficulty in understanding basic number concepts and relationships
• Struggling with basic arithmetic, such as addition, subtraction, multiplication, and division
• Inconsistent performance on mathematical tasks
• Difficulty understanding and using mathematical symbols and language
• Poor spatial awareness and difficulty with directionality
• Challenges with telling time and understanding the concept of time intervals
• Difficulties in Maths but not subjects like English and subjects which do not involve numbers
• A high level of Maths anxiety

It's important to note that these signs alone do not necessarily indicate dyscalculia. A comprehensive assessment by a qualified professional, such as an educational psychologist, is necessary to make an accurate diagnosis.

 

 

Supporting Students with Dyscalculia

Once dyscalculia has been identified, it is essential to provide the necessary support to help students overcome their difficulties. Here are some effective teaching strategies and interventions that you can apply to your classroom practice:

 

1. Multisensory Approaches

Try to utilise a variety of sensory modalities to engage students with dyscalculia. Incorporate visual aids and hands-on activities to reinforce mathematical concepts. For example, using counting blocks or number lines can help students visualise and understand number relationships. There are also various technology tools and apps available that can support students with dyscalculia. Some examples include math learning apps with interactive games, virtual manipulatives, and voice-guided instructions.

 

2. Scaffolded Instruction

Investigate ways to break down complex mathematical concepts into smaller, more manageable steps. Provide clear and explicit instructions and offer plenty of opportunities for practice and reinforcement. For instance, when teaching multiplication, start with simplified, repeated addition and gradually progress to more abstract representations.

 

3. Individualised Learning Plans

Develop individualised learning plans for students with dyscalculia, tailored to their specific needs. Collaborate with the school's special educational needs coordinator (SENCO) and utilise their expertise in creating targeted interventions. Regularly monitor progress and adjust strategies as needed.

 

4. Emotional and parental support

Open communication with parents is crucial in supporting students with dyscalculia. Try to keep parents informed about their child's progress and provide resources and strategies for additional practice at home. Try to involve parents to reinforce mathematical concepts in everyday activities. Identify a child’s specific strengths and encourage them to follow it (encouragement and appreciation for efforts will help motivate children to perform well).

 

5. Building Number Sense

Number sense refers to an intuitive understanding of numbers and their relationships, for example: understanding numbers, number relationships, estimations, number patterns and grasping concepts such as 'more and less'. In your classroom practice, try and focus on developing number sense in students with dyscalculia and incorporate activities that promote estimation, mental maths, and real-life problem-solving to enhance their number sense.

Remember, supporting students with dyscalculia is not just a responsibility; it is an opportunity to create a nurturing and inclusive learning environment where every student can thrive. By implementing effective strategies, building number sense, and providing differentiated instruction, we can pave the way for students with dyscalculia to overcome challenges and achieve success in mathematics.

Early identification, ongoing support, and collaboration with parents and professionals are crucial in helping students with dyscalculia unlock their full potential. Each student is unique, and it is our duty as educators to adapt our teaching methods to meet their individual needs. By doing so, we not only empower students with dyscalculia but also foster a sense of mathematical resilience and a confident, positive mindset.