A guide to planning effective dyscalculia supports both within the classroom and in small-group or individual settings. free webinar
See it HERE
Category Archives: News
The nature of order processing deficits in developmental dyscalculia: The influences of familiarity and the count-list
Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature but rather specific to certain kinds of sequences. One proposal by Slipenkyj and colleagues (2025) is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the ascending-consecutive count-list. However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance such as sequence familiarity.
Register for this event HERE
Teachers’ Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale
The aim of this study is to develop a valid and reliable scale for measuring the self-efficacy of primary school and mathematics teachers regarding dyscalculia. Grounded in Bandura’s Social Cognitive Theory, the study followed established scale development procedures. In the initial phase, a pool of 42 items was generated to assess teachers’ self-efficacy regarding dyscalculia. The items were reviewed by a panel of seven experts in the fields of psychometrics, mathematics education, special education, and psychology to ensure content validity.
The findings indicate that the DSES is a valid and reliable instrument for assessing teachers’ self-efficacy regarding dyscalculia.
Read the study HERE
Roll back inequality precipitated by mathematics exclusion
Mathematics is applied in education policy, economics, and cognitive sciences as a reliable health indicator of an education system and treated as a harbinger of systemic conditions.
South Africa ignominiously ranks near the bottom in the Trends in International Mathematics and Science Study.
In 2023, grade 9 mathematics and science learners scored 397 and 362, respectively, which is well below the international average of 500.
Average scores mask severe inequality, and in 2023 Quintile 5 and Quintile 1 schools scored 492 and 307, respectively, which is tantamount to a two- to three-year learning backlog for the poor.
Structural constraints in South Africa are real. In 2023 South Africa employed about 455 000 teachers, deployed in over 24,580 schools (about 2 500 of which are private schools).
Read more HERE
Children with SEND and care system involvement face greatest odds of criminalisation, new Manchester research reveals
For children with specific learning difficulties – including dyslexia, dyscalculia, and dyspraxia – and care system involvement, 32% had received a caution or conviction, compared to 12% of children with specific learning difficulties and no care system involvement.
Read more details HERE
