This year marks 50 years since “developmental dyscalculia” was first coined by Czech researcher Ladislav Kosc in 1974. However, even after half a century, dyscalculia is still not well-known or understood. It remains a hidden struggle for many people, including myself.
I distinctly remember the moment I first recognized something was “wrong.” During a timed math test in first grade, I found myself paralyzed, barely able to solve a handful of problems before the timer buzzed. As I grew older, I struggled with everyday tasks like counting change or reading a clock.
Throughout high school, my challenges persisted, manifesting in missed assignments and the need for remedial classes. Unfortunately, some of my teachers accused me of being lazy and not wanting to do my homework.
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Fortunately, my story didn’t end there. Today, armed with bachelor’s and master’s degrees, I thrive in a corporate role that often involves delving into statistics and number crunching. It wasn’t until college that a psychologist unraveled the mystery behind my struggles, diagnosing me with dyslexia, ADHD and dyscalculia.
Dyscalculia, a learning disability that affects 3% to 7% of all children, adolescents and adults, is a lifelong math learning disability that can impact a student’s academic career, future employment and self-esteem.
In May of 2022, the U.S. Institute of Education Sciences estimated that as of 2017, 33% of Americans had low numeracy skills or were innumerate. That means nearly 69 million adults have difficulty budgeting their expenses, estimating tips or even measuring ingredients for a recipe.
Recognizing dyscalculia’s red flags
If you have children or students who are asking lots of questions, shutting down or trying and just not making progress in math, these are all red flags that could signal dyscalculia. We frequently assume that if students just put more time and effort into their work, they could grasp the material, but that isn’t always the case.
Not everyone with dyscalculia presents with the same learning challenges. However, students do face challenges in one or more of these areas:
- Number sense: Difficulty understanding and recognizing numbers, counting and using number patterns.
- Memorization of arithmetic facts: Memorizing math facts, such as multiplication.
- Accurate and fluent calculation: Taking longer to solve math problems and making more errors.
- Accurate mathematical reasoning: Difficulty judging quantities and manipulating numbers.
In addition to the specific math difficulties mentioned above, people with dyscalculia may also face challenges with:
- Working memory: Dyscalculia can impact students’ ability to hold and manipulate information.
- Attention: Students may struggle to focus on math tasks and be easily distracted, particularly when called upon to solve multi-step problems.
- Processing speed: Students with dyscalculia often take longer to process and respond to math problems.
- Phonological processing: Difficulties in phonological processing can hinder a student’s ability to work with numbers and solve arithmetic problems.
- Spatial skills: Dyscalculia can impact students’ spatial skills, including their ability to understand shapes, sizes, positions and directions.
- Logical/non-verbal reasoning: Students with dyscalculia may have difficulty problem-solving and forming concepts without relying on language.
It takes patience and understanding to recognize dyscalculia; if you don’t know what it is or what you should do about it, it’s easy to ignore it.
Getting a dyscalculia diagnosis
Parents and classroom teachers play a major role in identifying behaviors that indicate dyscalculia. I was fortunate that my parents advocated for me in high school, but it took several more years for me to get assessed and diagnosed.
First, you should work with your child’s teacher to gain support from the school’s counseling or special education staff. If you’re still not getting support from the school, getting assessed and diagnosed by an independent therapist will give you the professional documentation needed to get accommodations for your child.
Research shows that identifying dyscalculia as soon as possible is critical to helping students get the support they need to be successful in math. When students lag behind their classmates, it can lead to math anxiety, avoidance of math-related tasks, difficulty following procedures and slow problem-solving.
Although my dyscalculia diagnosis was revealed through a longer assessment, shorter assessments or screeners can help parents and educators “shortlist” children of all ages who might qualify for a dyscalculia diagnosis. By identifying common math difficulties early on, screeners can help educators begin the diagnostic process and adjust classroom instruction, regardless of assessment outcomes.
Advocating for learning differences
Parents should trust their gut as they are typically the first to realize their children learn differently. To meet the needs of my preschool child, we had to conduct a ton of research and talk to many people. As a gifted student, she’s learning to read and do basic math. She may present other learning differences and I know what to look for as a direct result of experience.
Working together, parents and teachers better identify and meet the needs of students with dyscalculia and other learning differences. I’m proof that learning things differently doesn’t mean you won’t be successful in your life and career.
