Part B

 

Effective assessment of Dyscalculia, as a Specific Learning Difficulty, involves a combination of standardised tests, informal observations, and diagnostic tools.

Standardised Testing

Assessment Strategies for Identifying Dyscalculia

Mathematical Processing Test (MPT): According to Lee et al. (2013) assesses number sense, calculation fluency, and reasoning skills. This test can offer educators with a reliable way to identify students with SLD’s specific areas of weakness in mathematical cognition and core numerical processing skills.

 

Dyscalculia Screener: Early detection through this screener allows for timely interventions (Butterworth et al., 2011).

 

Woodcock-Johnson IV Tests of Achievement (WJ IV ACH): Evaluates mathematical problem-solving skills and calculation abilities, providing insights into specific mathematical challenges faced by students (Kaufmann & von Aster, 2012).

Schedule for Early Number Assessment (SENA): Diagnostic tool for early identification of numerical difficulties in younger students, enabling targeted strategies. SENA helps teachers address gaps in number sense, counting, and arithmetic before they escalate. This also supports differentiated instruction and continuous progress monitoring, allowing educators to modify their teaching strategies to students’ needs and build mathematical confidence.

 

The Concrete, Representational, Abstract (CRA) Framework

 

The CRA approach is a widely recognised instructional strategy for teaching mathematical concepts to students with learning difficulties. This approach moves from using concrete manipulatives (e.g., counters, base-ten blocks), to representational (e.g., drawing number lines), and finally to abstract methods (e.g., solving equations without visual aids) (Peltier & Vannest, 2017). Studies suggest that CRA can greatly improve mathematical comprehension and retention in students with Dyscalculia (Peltier & Vannest, 2017).

 

Interpreting Data to Inform Educational Supports

 

Data interpretation plays a crucial role in designing appropriate educational supports for students with Dyscalculia. Assessments provide insights into students’ strengths and weaknesses, allowing educators to develop targeted intervention plans (Cohen Kadosh et al., 2013). Teachers can analyse assessment results to identify gaps in foundational numeracy skills and adjust instruction accordingly.

 

Using formative assessments, teachers can determine whether students benefit from multi-sensory instruction, structured scaffolding, or technology assisted strategies. Additionally, ongoing progress monitoring ensures that interventions remain effective and responsive to students’ developing needs (Bennett, 2011).

The Multi-Tiered System of Supports (MTSS) can be beneficial for students with Dyscalculia by supporting early identification, guiding targeted instruction, and promoting equity through responsive teaching (Australian Education Research Organisation, 2024). This helps close learning gaps and ensures consistent progress monitoring, which fosters inclusive classroom practices correlating to student needs. 

 

 

 

 

 

 

 

 

Differentiated instruction which is based on assessment data ensures that students receive personalised support, whether it be whole-class instruction, small-group interventions, or individualised sessions.

Intervention Strategies for Supporting Students with Dyscalculia

Multi-Sensory Instruction

Concrete manipulatives, such as base-ten blocks, improve number sense by allowing students to physically interact with numbers

Visual aids, including number lines and graphic organisers, support working memory and help bridge abstract concepts

 

Tactile activities, such as writing numbers in sand or using interactive math boards, enhance engagement and retention

Technology-Assisted Instruction

Digital math apps, such as ‘Mathseeds’ and ‘Khan Academy’, provide adaptive learning experiences that help students develop foundational numeracy skills.

Interactive games encourage engagement and build confidence in mathematical abilities (Gros, 2007).

Explicit Instruction 

Explicit Instruction is a structured approach that helps students with Dyscalculia by breaking down mathematical concepts into manageable steps. It uses direct explanations, modelling, and scaffolded practice to build numeracy skills (Fisher & Frey, 2013).

 

Clear Learning Goals: Teachers explicitly outline objectives.

Step-by-Step Demonstrations: Concepts are modelled before independent practice

Guided Practice: Teacher-supported exercises gradually lead to independence.

Immediate Feedback: Errors are corrected in real time to reinforce understanding.

 

This shows that explicit instruction can improve mathematical proficiency by providing predictable and systematic teaching. It aligns with the Gradual Release of Responsibility Model (Fisher & Frey, 2013) guiding students from direct instruction to independent learning.

 

 

 

The implementation of these evidence-based assessment and intervention strategies, educators can better support students with Dyscalculia and provide them with the tools necessary to succeed in mathematics. Aligning instructional practices with APST standards ensures inclusive and effective teaching, fostering an environment where all students, especially those with SLDs, can develop confidence in their mathematical abilities.