A Heartfelt Story About Dyscalculia And Finding Your Voice For Kids

Posted on by

An ALA 2026 Notable Children’s Book From New York Times bestselling and Eisner Award–winning author Hope Larson comes a middle grade graphic novel full of hijinks, unexpected friendships, and pizza, perfect for fans of Raina Telgemeier and Kayla Miller. Verity “Very” Nelson can do it all. She’s student body president, debate club whiz, and first chair clarinetist. You could say she’s pretty much the best at everything…Well, almost everything. Everything except math. And it’s not like she doesn’t try. Math just doesn’t make sense in her brain. But it better start soon, or else she can kiss her presidency—and her campaign promises—goodbye.

See it HERE

How numbers shape a life

Posted on by

A shared language can help us recognise that experiences that previously seemed isolated, deeply personal and individual, are not ours alone.

Part of the challenge with adult dyscalculia is that the language available to us still focuses largely on skills, skill improvement and difficulties. We have fewer established ways of describing how encounters with numbers and numeracy feel, how they become woven into everyday life, and how these experiences are carried in memory, expectation, and most importantly: in the body.

One set of images that I have found particularly useful comes from Diana Coben and Gillian Thumpston’s research on adults’ mathematics life histories1. Conducted at Goldsmiths College, University of London, their study explored how adults understood mathematics and how they experienced its role in their life.

See more HERE

Dyscalculia affects almost as many students as dyslexia. What can districts do?

Posted on by

Most districts don’t have the systems in place to screen for the learning disability related to numbers and math, CRPE said in a report.

There is currently a lack of consensus on how to define, identify and support dyscalculia and other math learning disabilities, according to CRPE’s national scan of states’ math policies and bills. While a handful of states, including North Carolina and West Virginia, refer to the learning disability in recent bills, they don’t include provisions requiring screening or diagnosis.

Some states — Alabama, Florida, Iowa, Kentucky, Mississippi, Oklahoma and Rhode Island — have proposed or enacted mandates for universal dyscalculia screening of students within typically younger age ranges.

Why learning difficulties and ADHD run in families

Posted on by

Learning difficulties and ADHD often run in families and co-occur, but family resemblance does not by itself reveal whether the underlying processes are genetic, environmental, or causal. Elsje van Bergen will show how genetically informed and family-based designs can help distinguish these explanations, drawing on research on dyslexia, dyscalculia and ADHD.

An Eye-Tracking System for Extracting and Visualizing Visual Features of Dyscalculia in Children

Posted on by

Dyscalculia is a learning disability characterized by poor performance on tasks involving spatial and numerical processing. The use of eye tracking to study developmental disorders has been widely used, but its application to dyscalculia has been relatively neglected. Most previous studies lack specific technical methods to identify the visual features characteristic of children with dyscalculia. Our study seeks to bridge this gap by introducing an eye-tracking system designed to elucidate the underlying perceptual problems of Vietnamese dyscalculia children as they perform task demands. It not only explores visual attention strategies but also uncovers fundamental issues such as auditory or spatial order perception when performing calculations. In addition, the visual problems regarding space and time are clarified. The system collects multimodal signal information from the child’s eye- and mouse-based interactions during the task. Preliminary findings from the comparative analysis between dyscalculic and typically developing children suggest that the system may provide a solid foundation for future research on detection, intervention, and development of assistive applications tailored to the visual processing abilities of these children.

Read it HERE