Dyscalculia: What Now?

Signs And Symptoms

Children with dyscalculia have difficulty learning to count, do basic arithmetic, remember numbers, or apply learned knowledge to real-life situations. Patterns are also likely to cause difficulty. It's important for parents and teachers to understand that these difficulties arise from a learning difference and not laziness or defiance, something many older dyscalculics were "accused of". Learning to understand mathematical concepts that come naturally to most other children seems impossible for dyscalculics, and more practice or remediation does not solve the problems. 

Why Does Dyscalculia Develop?

Studies indicate that dyscalculia has a genetic component. Several of my relatives also have difficulties with math, and others have been diagnosed with dyslexia, so I have seen this in action. As dyscalculia is taken more seriously, more research is conducted. Brain imaging has shown that dyscalculics have physical brain differences that could explain why math doesn't make sense to them. These brain areas are related to memory, learning, and fact recollection. Prematurity, alcohol exposure in utero, and even brain injury later in life can also lead to dyscalculia, research suggests. 

Now, What Can You Do About It?

Back in my day, parental support and the support of other relatives was extremely useful. This support mostly came in the form of an acknowledgement that I honestly, truly could not understand math concepts, despite trying very hard for many years. The day someone told me that forcing me to do math would be a bit like forcing a wheelchair user to run was liberating. I accepted my learning difference and learned to get by with calculators. 

Things have moved on since that time, though, and some dyscalculics do overcome their math difficulties with the right approach and curriculum (look up Ronit Bird!). The ability to overcome dyscalculia starts with the correct diagnosis, though. Diagnostic criteria vary from country to country, but you'll always be looking at testing with healthcare professionals like developmental psychologists, or in some cases pediatricians. Your child's public school may make evaluations available, or you may need to look into getting your child evaluated privately.

You don't want your child to take remedial classes from math teachers who are not familiar with the condition — a new approach is needed if your child is ever to move beyond their current abilities, or lack thereof. You may also investigate curricula that make more sense to your child privately, and use math manipulatives such as cuisenaire rods to demonstrate what the numbers your child is trying to work with actually mean.

I have personally had luck with the Singapore approach to math, specifically the curriculum "Primary Mathematics", published by Marshall Cavendish. Though this curriculum has a reputation as one that works best with "mathy" kids, it does explain concepts in a manner traditional western math curricula do not. The home instructor's guides are very helpful in helping parents and teachers explain concepts. Thanks to this curriculum, I am now able to do math at a fourth grade level. (Did I mention I am nearly 40 and a mother of two? I am immensely proud of my new abilities though!)

There's something to be said for focusing on developing your child's natural strengths instead of banging your head against a wall. Many dyscalculics will never be able do well in careers that require math, and looking for career options that suit your child better may be more productive than pouring your energy into making your child do something that will simply never happen. 

Should math be a graduation requirement, your situation is a little (a lot?) more difficult. Your best bet lies with finding experts who really understand dyscalculia (offline and online), and focusing on getting to the point where a passing grade is attainable. You may be able to play a role as a powerful and loyal advocate for your child. If the school is willing to make accommodations, try to get the most out of that. While some dyscalculics may benefit from having more time to complete tests, others won't find that at all useful. Just staring at something you don't understand for longer won't make much of a difference, will it? Allowing dyscalculics who are unable to do mental arithmetic the use of a calculator is a much more universally beneficial move. Some will be able to grasp and engage in higher math concepts, as long as they can do the basic calculations on a calculator. 

See Also: The Influence Of Genes On Reading And Mathematical Abilities

One final suggestion. If you do live in a country where math is a graduation requirement, you may want to look into having your child take British IGCSE exams instead of sitting for local high school exams. British qualifications are offered on a subject-by-subject basis. For some dyscaculics, this could be the difference between being able to attend university and being stuck without as much as a high school diploma.