How to spot dyscalculia

Developmental dyscalculia was first recognised in the UK by the Department for Education and Science in 2001 and it is estimated that it affects roughly 4-6% of the population, equating to at least one child in any average classroom. As a teacher, you might suspect that you have a dyscalculic pupil in your class if an otherwise competent student has a surprising level of difficulty with ordinary numeric and arithmetic operations. Here are 12 indicators for dyscalculia from Ronit Bird, author of The Dyscalculia Toolkit:

1. an inability to subitise (see without counting) even very small quantities

2. an inability to estimate whether a numerical answer is reasonable

3. weaknesses in both short-term and long-term memory

4. an inability to count backwards reliably

5. a weakness in visual and spatial orientation

6. directional (left/right) confusion

7. slow processing speeds when engaged in maths activities

8. trouble with sequencing 

9. a tendency not to notice patterns 

10. a problem with all aspects of money

11. a marked delay in learning to read a clock to tell the time

12. an inability to manage time in daily life

This is an extract from The Dyscalculia Toolkit. Packed full of practical, creative and innovative ideas and strategies this is the complete toolkit to help teachers and parents support learners with dyscalculia or those struggling with mathematics.

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