order processing deficits in developmental dyscalculia

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Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature, but instead specific to certain kinds of sequences. In particular, one proposal is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the (ascending-consecutive) count-list (e.g., 1-3-5 is in order). 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. 

Read all about this study HERE

Dyscalculia on substack

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Whether numbers have always felt confusing, stressful, or just plain weird, you’re in the right place. This Substack is about carving out a safer space where dyscalculic people can feel seen, understood, and supported – and where allies, teachers, and professionals can learn alongside us.

Society places high value on math skills, often linking them to intelligence. This narrow view can harm those who struggle with numbers. Gently challenging this mindset is essential to support the mental well-being of people with dyscalculia.

This space brings together lived experience, professional insight, and a shared call for better understanding of how learning differences shape everyday life, education, and mental health.

Read it all HERE

How does Dyscalculia affect math learning differences in special education?

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five steps to improve dyscalculia

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accommodations help students access learning, but they don’t change how students learn.

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Accommodations bypass cognitive weaknesses — they don’t strengthen them.

That’s the focus of this month’s Learning Brain Monthly session:
🎓 Students Need More Than Accommodations
🗓 November 11, 2025, 12 p.m. Central Time
💻 Live + replay included

In this 60-minute, research-grounded session, you’ll learn:

  • The real differences between accommodations, modifications, and compensatory strategies — and what each does (and doesn’t) change.
  • Why students with IEPs and 504s often make incremental progress, not the gains they need to catch up.
  • The cognitive skills that drive learning — attention, working memory, processing speed, inhibitory control, memory — and how to identify them.
  • How cognitive training can change learning capacity itself.
  • Questions that should be asked at IEP/504 meetings to focus on growth, not just access.
     

Whether you’re a classroom teacher, instructional coach, special educator, administrator or parent, this session will help you reframe how support services can truly close the gap.

👉 Register for the Learning Brain Monthly and Students Need More Than Accommodations