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Understanding Dyscalculia in Children

by

Leonardo Rocker

While difficulties with reading and writing are often spotted early in a child's education, struggles with mathematics can sometimes fly under the radar. This is often the case with dyscalculia, a specific learning disability that affects the ability to understand and work with numbers. Sometimes called "math dyslexia," dyscalculia is a distinct neurodevelopmental condition that can cause significant challenges with basic numerical concepts, calculations, and applying math to everyday life, even in children who excel in other subjects.

This article will explore what dyscalculia is, its causes and common signs, and the crucial pathways to diagnosis and support that can help children build confidence and thrive.

What is Dyscalculia?

While reading and writing difficulties are frequently identified early, math-related challenges are often overlooked. Early detection of Dyscalculia is crucial, as it empowers parents and educators to take proactive steps in supporting the child's learning (Shalev & Gross-Tsur, 2001; von Aster & Shalev, 2007).

Dyscalculia, a unique learning disability, specifically impacts the development of mathematical skills. It is often likened to “math dyslexia,” but it is important to note that these are distinct conditions. Children with Dyscalculia may struggle with basic numerical concepts, memorising arithmetic facts, and performing calculations, even if they excel in other areas such as reading. In contrast, Dyslexia is primarily associated with difficulties in specific language skills, particularly reading.

Causes of Dyscalculia in Children

Dyscalculia can affect anyone, regardless of background, intelligence or education. This neurodevelopmental condition is associated with how the brain processes numerical and mathematical information from a young age.

It is estimated that approximately 6-7% of the population may experience Dyscalculia, and it frequently coexists with other learning difficulties such as Dyslexia, Attention deficit-hyperactivity disorder, Autism Spectrum Disorder, or Developmental Coordination Disorder (Callaway; Price & Ansari, 2013).

Some children may not receive a diagnosis until later, when the demands of school maths become more complex (like learning algebra, using formulas or working with time and money). Older children and teenagers may have found ways to “mask” their difficulties earlier on, but their challenges may become more visible as academic expectations change and increase (Kaufman & von Aster, 2012; Mahmud et al., 2020; Mutlu et al., 2022).

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Early Signs and Symptoms of Dyscalculia in Children

Recognising Dyscalculia early can be challenging, especially in young children who are just beginning to learn maths. However, some signs may indicate that a child is struggling more than expected:

Signs Of Dyscalculia in Early Childhood (Ages 3-6)

Difficulty recognising numbers and understanding their meaning (eg, a child may see the number “4” but cannot name it or confuses it with a letter like “A”)
Struggles with learning to count in order (eg, counting “1, 2, 5, 8…” and cannot remember the correct sequence consistently or needing to start from “1” every time instead of continuing from where they left off)
Trouble connecting number symbols with corresponding quantities (eg, seeing the number “2” but not being able to match it to two objects)
Difficulty understanding concepts like “more” or “less” (eg, cannot grasp that five cookies are more than three cookies)

Signs of Dyscalculia in Primary School Years (Ages 6-11)

Trouble learning basic addition and subtraction facts (eg, struggling to recall that 2+2=4)
Avoidance of maths-related tasks or games (eg, getting upset or distracted when it is time to do maths homework)
Confusion with place value or sequencing numbers (eg, writing 61 as 16, saying numbers in the wrong order)
Difficulty telling time or understanding the passage of time (eg, challenges with reading an analogue clock)
Struggles with estimating quantities or measurements

Signs of Dyscalculia in Older Children and Teenagers

Difficulty applying math to real-life situations (eg, handling money, reading timetables)
Reliance on fingers to count (eg, still counts 3+2 on fingers)
Anxiety or frustration around maths homework or schoolwork (eg, saying statements such as “I cannot do this” or avoiding homework that involves numbers)
Poor understanding of mathematical concepts despite effort

It is essential to note that while these are common signs, a professional assessment is necessary to confirm a diagnosis. This knowledge empowers parents, educators, and caregivers to take informed and responsible actions for the child's well-being.

Learning Differences with Dyscalculia: Challenges and Pathways to Support

While Dyscalculia is primarily a learning difficulty related to numbers and maths, it can lead to a range of secondary challenges that affect a child’s confidence, academic progress, and everyday life (Kucian et al., 2011; Rubinstein & Tannock, 2010). Understanding these complications can help you spot signs early and seek the proper support.

Academic Struggles

Children with Dyscalculia often face ongoing challenges in school, including falling behind in maths classes, difficulty completing homework on time or avoiding participation in class out of fear of getting answers wrong.
Because maths is also foundational in many areas of the school curriculum, children with dyscalculia may also struggle in subjects like science or technology, where numerical understanding is required.

Low Self-Esteem and Anxiety

Repeated challenges or confusion in maths can lead to:

Maths anxiety - feeling stressed, panicked, or overwhelmed when asked to do something involving numbers
Low confidence - believing they are “stupid” or “not good enough”, especially when comparing themselves to peers
Avoidance: Actively avoiding schoolwork, maths classes or anything involving numbers, leading to further gaps in learning

Social and Emotional Difficulties

Struggling to grasp mathematical concepts while their friends seem to understand them easily can cause children with dyscalculia to feel embarrassed and isolated, leading to an avoidance of group work and number-related games, a fear of being called on in class, and frustration, outbursts, or withdrawal during homework time.
Some children may even be labelled as disruptive or inattentive when the underlying issue may be that they are overwhelmed or confused.

Everyday Life Challenges

While the challenges of dyscalculia are most apparent in school, its effects can also subtly interfere with daily life and routines, such as:

Trouble telling the time or managing time effectively
Difficulty understanding money, counting change or budgeting
Math anxiety or intense fear and stress when faced with math tasks
Frequently late
Getting lost or struggling with directions (especially left and right or distances)
Difficulty with sequencing tasks, such as following multi-step instructions

These difficulties can reduce independence and increase reliance on others, potentially leading to further frustration or conflict.

Long-Term Impact of Dyscalculia without a Diagnosis

Without awareness and support, dyscalculia can continue into adulthood, leading to:

Avoidance of careers or opportunities involving maths
Difficulty managing finances or schedules
Ongoing feelings of shame, frustration or inadequacy
Increased risk of anxiety or depression

However, early support can make a significant difference. With the right strategies, tools, and encouragement, children with Dyscalculia cannot only cope but also thrive, building strong self-esteem and a positive outlook on their academic journey.

How is Dyscalculia Diagnosed?

Dyscalculia is diagnosed through a combination of educational and psychological assessments (Kaufmann & von Aster, 2012). A child psychologist or an educational psychologist may carry out:

Cognitive assessments to understand a child’s overall learning profile
Mathematical skills tests to identify specific areas of difficulty
Observations and interviews with parents, teachers and the child

Child psychologists need to determine if the child meets the criteria for Specific Learning Disorder in the area of mathematics. The four main criteria are:

Difficulty learning and using mathematical concepts that continues for at least 6 months, even when additional help in the area is provided.

As a result, the individual’s maths performance is significantly lower than would be expected for their age, which affects their academic and everyday functioning.

This difficulty typically begins during the school years, but may not be noticed until later due to the use of compensatory strategies to ‘make up’ for the deficit (American Psychiatric Association, 2013).

The difficulty is not the result of some other medical, cognitive, or environmental issue.

In addition to maths-related performance, a clinician will assess their academic performance in other areas, their social abilities, and their personal and family history. An accurate diagnosis can help differentiate dyscalculia from general low achievement in maths or maths anxiety.

How To Support Children with Dyscalculia

Current research suggests that the most effective treatments for dyscalculia are interventions that target basic numerical understanding, such as the concept of a ‘number line’, and provide effective math strategies for areas like calculation and identifying key information in math problems (Monei & Pedro, 2017). A crucial component of successful interventions is the repetition of a newly learned skill.

Numerical understanding in children with dyscalculia can also be supported by introducing scholastic adjustments. These include the provision of assistive technologies such as calculators or computer programs, more time in class to complete maths work, or allowing them to use visual and memory aids (SPELD NSW, 2020).

Adjustments help children with dyscalculia by removing some of the other stressors associated with learning and creating more ‘brain space’ for mastering numerical abilities.

If your child has been diagnosed with Dyscalculia, there are many ways you can help at home and advocate for support at school.

Be Patient and Encouraging

Children with dyscalculia often experience frustration, embarrassment, or anxiety about their difficulties.
Reassure your child that everyone learns differently, and their challenges with math do not define their intelligence or potential.

Use Practical, Everyday Activities

Make maths more tangible by involving your child in real-life tasks.
These tasks may include measuring ingredients while cooking, playing board games that involve counting, using coins and notes to practice money skills, or discussing time and calendars in everyday conversations.

Advocate for School Support

Speak with your child’s teachers and the school’s Learning and Support Coordinator.
Your child may be eligible for additional support, including extra time in exams, one-to-one support, the use of visual aids and hands-on materials, or adjusted teaching strategies.

Consider Professional Support

Working with a child psychologist or specialist tutor can provide tailored strategies that address your child’s specific needs.
Therapy may also help if your child has developed anxiety or low self-esteem around learning.

Building Confidence Beyond Numbers

While it is essential to support children in developing their numeracy skills, it is equally vital to help them discover their strengths in other areas, such as art, music, storytelling, or physical activities. By helping children with Dyscalculia see their worth beyond academic performance, they can build resilience and confidence.

Cognitive, Social and Emotional Strengths

Having good verbal communication skills
Having good problem-solving skills
Being creative, intuitive and lateral thinkers
Being stronger in areas of art, music and design
Seeing the bigger picture and being strategic and holistic thinkers

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What To Remember About Dyscalculia

Navigating the complexities of Dyscalculia can be difficult at times, and it is normal to be confused or frustrated. However, it is important to remember that:

Dyscalculia can be a confusing and frustrating experience for both children and their carers.
It is not related to intelligence - many individuals with Dyscalculia are bright, creative and capable.
It is not caused by ‘laziness’ or lack of motivation
Each child will experience Dyscalculia differently, and the severity greatly varies
Individuals with Dyscalculia have many strengths, including problem solving, creativity and verbal communication
With early identification, the proper support, and a compassionate approach, children with Dyscalculia can thrive in both school and life.
You are not alone - and neither is your child.

Need Help?

If you suspect your child may be struggling, do not hesitate to reach out and contact us for an assessment and further guidance.

View article references

Kaufmann, L., & von Aster, M. (2012). The Diagnosis and Management of Dyscalculia. Deutsches Aerzteblatt Online, 109(45). https://doi.org/10.3238/arztebl.2012.0767

Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schönmann, C., Plangger, F., Gälli, M., Martin, E., & von Aster, M. (2011). Mental number line training in children with developmental dyscalculia. NeuroImage, 57(3), 782–795. https://doi.org/10.1016/j.neuroimage.2011.01.070

Price, G. R., & Ansari, D. (2013). Developmental dyscalculia. Handbook of Clinical Neurology, 111, 241–244. https://doi.org/10.1016/b978-0-444-52891-9.00025-7

Rubinstein, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioural and Brain Functions, 6(1), 46. https://doi.org/10.1186/1744-9081-6-46

Shalev, R. S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatric Neurology, 24(5), 337–342. https://doi.org/10.1016/s0887-8994(00)00258-7

von Aster, M. G., & Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental Medicine & Child Neurology, 49(11), 868–873. https://doi.org/10.1111/j.1469-8749.2007.00868.x

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