Category Archives: Treatment

How to teach maths to students with dyscalculia

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Dyscalculia is a specific learning disability that affects a person’s ability to understand and work with numbers. It can include finding it difficult to memorise numbers, mathematical concepts and steps in maths problems. This not only affects how students work and understand in the maths classroom, but can also lead to difficulty when maths is used across the curriculum and in everyday life.

Dyscalculia is not a reflection of a student’s intelligence, but instead a neurological difference in understanding mathematical information. This means when given the right support, students with dyscalculia can thrive in the maths classroom. It’s also important to know that each student with dyscalculia will have different strengths and challenges, so it’s important to provide the right support for each student.

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Access and Sense Making Practices for Students with Dyscalculia

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From Struggle to Strategy: Teaching Students with Mild Dyscalculia

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This video provides a comprehensive overview of mild dyscalculia in high school students (Grades 9-12). We explore the common signs of this math-related learning disability, including challenges with calculation fluency, multi-step problem-solving, and math anxiety, while emphasizing that these difficulties are not related to a student’s intelligence.

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10 signs your child has dyscalculia & 10 ways to help them through it

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Does your child struggle with simple math or always mix up numbers? It might be more than just a tough day—it could be a condition known as dyscalculia, which is essentially a math dyslexia. It’s a learning difference that affects how children make sense of math in everyday life, and there are clear signs to look for. Best of all, there are also plenty of ways to help. This list covers both. 

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Effectiveness of Interventions for School Children With Developmental Dyscalculia

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Abstract

This review aimed to evaluate the effectiveness of interventions for children with developmental dyscalculia (DD). The PsycINFO, ERIC, PubMed, Scopus, Science direct, Google scholar, and Google databases and search engines were searched. Studies employed experimental and quasiexperimental designs were reviewed. Thirty three studies with 1792 children aged 6-12 years were chosen. A large pooled effect size was found (Hedge’s g = .93; 95% CI [.38, 3.09]). There was no statistically significant moderator variable predicting the pooled effect size. Finally, publication bias was found, as shown by Egger’s regression test analysis. Overall, interventions have generally large effect in improving the numerical skills of children with DD.

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