Dyscalculia

Dyscalculia is a specific learning disability (SLD) that affects an individual's ability to acquire arithmetic skills, impacting approximately 3–6% of the population (von Aster & Shalev, 2007). This is one of several Specific Learning Difficulties (SLDs), alongside dyslexia and dysgraphia, and involves impairments in fundamental numerical processing abilities. This condition is characterised by significant difficulties in learning mathematics that are not related to low intelligence, sensory impairments, or inadequate educational opportunities (Kucian & von Aster, 2014). Unlike general mathematical difficulties, Dyscalculia is a persistent and neurologically based condition requiring targeted interventions.

Key Characteristics

Difficulty with Number Sense: Students with Dyscalculia often struggle to understand quantities, number magnitude, and the relationships between numbers. Butterworth and Varma (2013) state that difficulty with number sense results in fundamental deficits in understanding mathematical concepts. This can make it difficult for students to estimate values or compare quantities.

Memory for Math Facts: Beyza Koç and Korkmaz (2020) highlights students with Dyscalculia experience challenges in recalling essential number facts, such as multiplication tables and addition/subtraction pairs. This can affect their ability to solve problems swiftly and accurately, which can lead to frustration and disengagement from mathematical learnings.

Challenges with Sequencing: Beyza Koç and Korkmaz (2020) further emphasises that difficulties in following multi-step problems and maintaining the correct order in calculations can result in procedural errors and confusion, making higher-level mathematical concepts even more challenging to grasp.

Struggles with Symbol Recognition: Dyscalculic students often have trouble recognising math symbols (+, -, ×, ÷) and understanding their functions. According to Shishigu (2018), this leads to confusion when solving problems and contributes to an overall sense of mathematical anxiety.

Visual-Spatial Difficulties: Bouck et al. (2017) state that visual-spatial processing deficits cause students to misalign numbers in calculations, particularly in column addition, subtraction, and multiplication. This misalignment results in significant errors that impede their overall mathematical proficiency.

Anxiety and Low Confidence: Rubinsten and Tannock (2010) found that students with Dyscalculia often experience math anxiety, leading to avoidance behaviours and reluctance to participate in mathematical activities. This psychological barrier further exacerbates their struggles and creates a cycle of negative experiences with math.

Impact on learning

Academic Performance:

Lee et al. (2013) explains that students with Dyscalculia generally achieve lower scores in mathematics, impacting their overall academic performance and limiting their future educational and career opportunities, especially in STEM-related fields.

Time Management:

According to Kaufmann & von Aster (2012), poor estimation skills contribute to difficulties in managing time effectively during mathematical tasks, leading to incomplete assignments and assessments.

Avoidance Behaviour:

Ashcraft and Krause (2007) emphasise that frustration and anxiety can lead students to avoid math related activities, this can be seen to widen learning gaps and reduce confidence in their ability to improve.

Reliance on Rote Learning:

Students with Dyscalculia frequently depend on memorisation strategies rather than conceptual understanding, which limits their ability to apply knowledge flexibly. As a result, they may struggle with problem-solving tasks that require reasoning beyond simple recall.

Understanding these characteristics is crucial for educators to identify students at risk and implement effective support strategies that accommodate the diverse needs of students with SLDs.