MESHGuides

Researchers generally agree that dyscalculia is a brain-based condition. Several possible causes have been suggested:

Genetics
Studies have shown that a learner with dyscalculia often has a sibling or parent with similar mathematical difficulties. So it is believed that dyscalculia is hereditary.

The impact of dyscalculia is far reaching and can have a profound impact on daily life, especially work.

For example, some dyscalculic adults never learn to drive, because of the numerical demands of driving and map reading (although SAT NAVs can help a great deal here).

Dyscalculia can also lead to social isolation, due to an inability to be at the right place at the right time, or to understand the rules and scoring systems of games and sports.

It can have a severe impact on job prospects and promotional opportunities for those in work.

As with dyslexia, there is no single commonly accepted definition of dyscalculia. The Department for Education and Science (DfES) describes it as:

‘ … a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have a difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence’

Dyscalculia is a specific learning difficulty that affects a person’s arithmetical ability. In terms of research it remains the baby of the specific learning difficulties family. There’s a wealth of knowledge and understanding about dyslexia, dyspraxia and autism, but much less is known or understood about dyscalculia.

DfES (2001). The National Numeracy Strategy. Guidance to Support Learners with Dyslexia and Dyscalculia. London. DfES

APA (1994), Diagnostic and Statistical Manual of Mental Disorders . Washington, DC, ed. 4. American Psychiatric Association

National Numeracy 2014

Moorcraft, P. (2014). It just doesn’t add up. Filament Publishing, Croydon, UK

This handbook brings together commissioned pieces by a range of influential, international authors from a variety of disciplines. More than fifty contributors have written about dyscalculia from a range of perspectives and have answered questions such as:

What are mathematics learning difficulties and disabilities?

What are the key skills and concepts for learning mathematics?

How will IT help, now and in the future?

What is the role of language and vocabulary?

How should we teach mathematics?

The following UK based websites provide evidence supporting the content of this MESH Guide.

www.mathematicalbrain.com

www.stevechinn.co.uk

www.addacus.co.uk

www.learning-works.org.uk/

www.judyhornigold.co.uk

www.dyscalculia.org.uk

This guide is designed to provide beginning teachers with a brief overview of current research in the field of dyscalculia and a range of strategies for identifying and supporting dyscalculic learners in the classroom. It also provides information and advice on when to signpost for further assessment and intervention.

For information about ongoing and completed projects to support dyslexic children and adults see:

BDA projects