Teaching students with dyscalculia: making math more accessible

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Accommodations change how students access learning. They do not lower expectations.

1. Extra time and alternative assessments

Processing time matters.

Extra time for tests and tasks
Shorter testing sessions
Option to explain answers verbally
Access to formula sheets

These supports help measure understanding, not speed.

2. Targeted goals in the IEP for dyscalculia

A strong plan includes:

Clear, measurable goals
Personalized accommodations
Access to specialist support
Regular progress reviews

Collaboration between teachers, families, and specialists is key.

Dyscalculia – Causes, Symptoms and Treatment

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Things worth knowing about “Dyscalculia”

Dyscalculia is a learning disorder characterized by persistent difficulties with numbers and basic arithmetic. It occurs regardless of overall intelligence or level of education.

What Is Dyscalculia?

Dyscalculia (also referred to as a mathematical learning disability or arithmetic disorder) is a neurologically based learning difficulty that causes persistent problems with understanding numbers, learning number facts, and performing basic mathematical operations. It is not caused by low intelligence, inadequate teaching, or lack of effort — it has biological roots in the brain.

Dyscalculia is classified as a specific learning disorder and is recognized in the ICD-10 (code F81.2) and the DSM-5 as a distinct diagnosis. It affects an estimated 3–7% of school-age children and can persist into adulthood.

See more HERE

Dyscalculia support tools for education and work

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Dyscalculia is a difference in how people process numerical information, affecting math, number sense, time and everyday tasks that carry a numerical load.

Everway’s dyscalculia support tools and accommodations remove those barriers, so students and employees can engage with numbers on their own terms and show what they are truly capable of.

See their options HERE

Math Bingo!

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With summer coming soon, you can count on libraries and elementary schools to send home all kinds of reading incentives for the summer. One thing our library has served up in the past is reading Bingo for summer – a list of different kinds of books (and places to read them) arranged in a Bingo board. Sometimes they even partner with an ice cream shop – make a bingo, and get a free kids scoop!

Early Family Math and math for love have put together this Math Bingo board, perfect for some fun, low-key, summer math for 3 – 8 year-olds!

Download it HERE

A View on Theories and Models in the Study of Dyscalculia

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Dyscalculia is a learning disability in Mathematics. The prevalence rate of dyscalculia is between four to six percent among the population. Dyscalculia affects the academic achievement, social relationship, and even lifestyle of an individual. The purpose of this paper is to discuss two theories and two models of dyscalculia, namely Cognitive Development Theory, Theory of Minimal Cognitive Architecture, Triple-Code Model, and Model of Number Processing System. Piaget’s Cognitive Development Theory explains that every pupil has their own individual differences in cognitive development. Four stages of cognitive development are sensorimotor, preoperational, concrete operational, and formal operations. Anderson’s Theory of Minimal Cognitive Architecture demonstrates the ways of knowledge transmitting into brain. Pupils with learning disabilities such as dyscalculia are said to be mismatched with their chronological age. Dehaene’s Triple-Code Model predicts different pathways for learning in dyscalculia. Three main codes in this model are analogue magnitude representation, visual Arabic number form, and auditory verbal word frame. Six aspects in Model of Number Processing System are arithmetic facts, calculation procedures, Arabic numbers comprehension, verbal numbers comprehension, Arabic numbers production, and verbal numbers production. Overall, these theories and models are particular and suitable to be used to support the study in dyscalculia. Based on the theoretical framework, the learning process of dyscalculic pupils can be identified. The implication of this paper is they can be used to design a model or module for dyscalculia and to develop the instruments suitable for dyscalculic pupils.

See it HERE