Dyscalculia-Friendly Teaching Strategies

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If you have students with dyscalculia, the first step is diagnosis.

Once the student has that, you can work with the school psychologist and learning specialists to follow the IEP and 504 plan (since some students with dyscalculia may have co-occurring diagnoses).

A classroom teacher has to differentiate instruction for students with dyscalculia in four main ways:

Make Math Visual

Not only should you lean into manipulatives and diagrams, but you should also provide anchor charts and templates.

Read all strategies HERE

Understanding Dyscalculia: A Guide for Educators

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Review of the Research Literature on Dyscalculia: from Genetic Genealogy to Adaptive Teaching Tools

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Dyscalculia is a common neurodevelopmental disorder characterized by difficulties in processing numerical information, understanding quantitative concepts, and performing simple mathematical calculations, and is seen in approximately 3 to 7 percent of children. This article reviews 61 studies between 2006 and 2025 to analyse the strategies and challenges of cognitive, neurological, and technological interventions. The results show that dyscalculia is a heterogeneous disorder and is associated with problems such as poor working memory, attention, cognitive inhibition, and math anxiety. Brain imaging findings such as fMRI show reduced activity in areas related to number perception, such as the interparietal sulcus and angular gyrus. Differences in the brain networks of children with dyscalculia can also help identify specific cognitive profiles. Four areas of intervention are proposed, including structured instruction, adaptive digital tools, early screening, and neurophysiological interventions (such as brain stimulation). Tools such as Calcularis and EDSense are effective in improving numerical skills and reducing anxiety. However, children with co-occurring disorders such as dyslexia or ADHD respond less well to interventions. Genetic studies also suggest genetic overlap between these disorders and deletions of genes such as 15q11.2. Finally, the need to design multi-layered, personalized interventions and use new technologies is emphasized to map out a more effective path to identifying and treating dyscalculia.

Read more HERE

How Is Dyscalculia Diagnosed in Children

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How is dyscalculia diagnosed, and why does it matter for a child’s future in school? Dyscalculia is a specific learning disorder that affects a person’s ability to understand numbers and core math concepts. While many children experience temporary math struggles, dyscalculia involves persistent math difficulties that interfere with learning, problem solving skills, and everyday math related tasks.

In the classroom, these challenges may appear as trouble learning basic math facts, completing math homework, or solving math word problems. At home, a child might struggle to count change, read an analog clock, or remember phone numbers. Because math skills are foundational for mathematics and other subjects, early identification is essential.

Parents and teachers often notice common signs but feel unsure about what they mean. Is it anxiety, lack of practice, ADHD, or a specific learning disability? Understanding how is dyscalculia diagnosed helps families determine the right assessment process and secure appropriate support.

This article explains the diagnosis step by step, clarifies the signs of dyscalculia in school age children, and outlines how professionals determine whether a child’s math difficulties reflect a learning difference or a formal learning disability.

Read the article HERE

For a dyscalculia diagnosis contact us HERE

New podcast highlighting lived experience of dyscalculia

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A new podcast series sharing the voices of adults living with this misunderstood and under-researched specific learning difficulty

Listen to it HERE