Category Archives: Dyscalculia Overview

Even in dyscalculia, rhythm is something that can be felt, not counted.

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The Journey of Larry Mullen Jr.
As a teenager, Larry Mullen Jr. founded U2 in 1976 without having a dream that one day it would be one of the biggest rock bands in history. As a drummer, his style has always been natural and groove-oriented, often centered around hard-hitting beats more than around elaborate time signatures. This style has been a defining feature of U2’s unique sound, with songs such as “Sunday Bloody Sunday” and “Where the Streets Have No Name” bearing witness to his forceful, military-inspired drum style.

Mullen’s ability to compensate for his dyscalculia has been a key to his success. As a substitute for math-based counting, he uses muscle memory, patterns, and hearing to maintain time and play intricate drum parts. This keeps him in rhythm in his playing despite his learning handicap.

Read the full article HERE

How Remote Dyscalculia Screening Supports Children with Math Difficulties

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Benefits of Remote Dyscalculia Screening

Identifying and assessing the level of maths difficulties early can significantly impact a child’s ability to manage and improve their numeracy skills. Remote screeners are an effective way to achieve this without the logistical challenges of traditional in-person evaluations. These screenings provide clarity on a child’s unique difficulties with maths, setting the foundation for targeted support. 

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Effectiveness of Basic Arithmetic Skills Module among Pupils with Dyscalculia Symptoms

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Mathematics is fundamental in the educational system, yet many pupils lack the required skills in the subject. Intervention is crucial for pupils with dyscalculia symptoms. This study evaluates the effectiveness of the Basic Arithmetic Skills (BAS) Module among pupils with dyscalculia symptoms. This is a quantitative study with a quasi-experimental design. One hundred twenty pupils aged between 7 and 14 years, who exhibited dyscalculia symptoms were involved in this study. They were divided into two (2) groups: the control group with 59 pupils and the treatment group with 61 pupils. The results showed that the BAS Module significantly improved the basic arithmetic skills among pupils with dyscalculia symptoms regardless of gender and age. In conclusion, the BAS Module effectively improved the basic arithmetic skills among pupils with dyscalculia symptoms in primary schools. The study emphasizes the importance of tailored instructional materials and the role of teachers in delivering interventions that cater to pupils’ different cognitive development levels. It is recommended that the BAS Module be applied to pupils with dyscalculia to improve their basic arithmetic skills, particularly in addition, subtraction, multiplication, and division.

See more about it HERE

Make numbers accessible for people with dyscalculia

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From banking apps to yoga classes, every service includes numbers in some way. But half of UK adults need help with numbers (National Numeracy).

This is a show about designing services for people with dyscalculia and maths anxiety.

Listen to it HERE

A day in the life of a child with dyscalculia

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