A child from a close family is one of those children about whom we say, ‘Maths isn’t his strong point’. His father noticed, when he was about 5 years old, that he didn’t understand the concepts of ‘bigger’ and ‘smaller’ numbers. He somehow managed with addition, albeit by counting on his fingers, but subtraction was a real struggle, and any understanding of the ‘difference’ between two numbers was simply absent. 

At school, when they got to the multiplication table, he learnt it by heart like a poem, but without really understanding it. His parents spoke to his teacher about how he seemed to be guessing the answers rather than grasping the logic and working out the solution himself. 

After a great deal of struggle both at school and at home, his father began searching online to find out why this might be happening, and that’s how he came across the term ‘dyscalculia’. It is often referred to as ‘dyslexia for maths’, because both are neurological differences in the way the brain processes information.

A diagnosis of dyscalculia is made by psychologists and speech and language therapists based on prolonged observation of a combination of the following:

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