10 Evidence-Based Strategies to Help Students with Dyscalculia

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Mathematics can feel like an exciting puzzle for many children, but for students with dyscalculia, numbers often feel overwhelming, abstract, and even intimidating. Dyscalculia is a specific learning difference that affects a student’s ability to understand number concepts, recall math facts, and perform calculations. Roughly 5–7% of students are believed to struggle with this challenge, yet it often goes undiagnosed or misunderstood.

The good news is that research provides us with concrete, evidence-based strategies to help children with dyscalculia thrive. With the right teaching methods, patience, and support, students can build confidence and make meaningful progress in mathematics. At Scholars Academy, a virtual school for kids with dyscalculia in NC, we integrate these strategies daily into our instruction. Below, we’ll explore ten proven approaches that make a real difference.

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Dancing with Dyscalculia

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Looking completely defeated as she headed to the Clauditorium for a debrief with Claudia Winkleman, Alex revealed that she struggles with dyscalculia – or numerical dyslexia.

‘The thing is, I’m numerically dyslexic, so I can’t count,’ she said as she emotionally tried to catch her breath. ‘And that’s quite difficult.’

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How neurodiverse workers can protect mental health

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Alasdair Macnab was 64 when he took an online test for dyscalculia. His score was conclusive.

He had been aware of his difficulty with numbers since school and now knows that dyscalculia is not just a number problem; for him it includes time-blindness, social anxiety and difficulty remembering people’s names.

Over his lifetime he developed coping mechanisms for situations involving numbers. As a veterinary surgeon, he armed himself with a book of drug dose rates for different animals.

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Score profile for a student with Dyscalculia and other learning disabilities

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Kim and Cindy review the score profile for a student with a complex learning profile. We talk about the various processing weaknesses and the academic implications. We also talk about what supports she needed and what intervention might be useful for her as an adult.

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Evidence for the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB Screener): An Online Assessment of Mathematical Learning Difficulties

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Background: Although several paper-and-pencil and digital online measures have been developed to assess basic numeracy skills and identify mathematical learning difficulties in children, psychometric evidence of these measures are seldom thoroughly reported and published. Establishing the validity and reliability of educational measures is a fundamental part of evidence-based practice. Objective: This study aimed to examine the test-retest reliability, longitudinal measurement invariance, and convergent validity of a new digital online dyscalculia screener, the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB), targeted to 9–16-year-old children. Method: The participants were 358 children (165 boys and 193 girls) in grades 3, 5 and 7, who participated in the study at two time points. Children’s numeracy skills were measured using two time-limited tests: the FUNA-DB online screener and a standardized paper-and-pencil basic arithmetic test, RMAT. Results: Our results showed that the FUNA-DB has a strong test-retest reliability, displays measurement invariance over time, and is meaningfully related to RMAT. Conclusion: The psychometric evidence supports using the FUNA-DB to measure school-aged children’s number processing and arithmetical fluency across time.

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