New podcast highlighting lived experience of dyscalculia

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A new podcast series sharing the voices of adults living with this misunderstood and under-researched specific learning difficulty

Listen to it HERE

Why Is Math Harder for Some Kids? 

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According to a study by Stanford Medicine, children with math learning disabilities do not process number symbols using two particular areas of the brain – but do not actually differ concerning the processing of dot-based quantities.

Read the full details HERE

Could Something Medical Be Causing My Math Problems?

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Sometimes math difficulties are related to other health conditions.

You should speak to a doctor if math problems are:

  • New or worsening in adulthood
  • Occurring after a head injury
  • Associated with memory loss
  • Linked to confusion or personality changes
  • Accompanied by vision problems
  • Occurring with stroke-like symptoms (sudden weakness, speech problems)

Sudden changes in math ability could signal a neurological issue, such as:

  • Brain injury
  • Stroke
  • Brain tumor
  • Seizure disorder
  • Neurodegenerative disease

These situations require urgent medical attention.

If your symptoms developed suddenly or feel severe, speak to a doctor right away.

Read more HERE

My struggle with dyscalculia

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Teachers receive limited training to identify dyscalculia despite one child in every classroom having the condition

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A major international study has found that most teachers receive little or no training in dyscalculia, a maths learning difficulty that affects around one in 20 children.

The research, led by Loughborough University, surveyed 1,323 education professionals across the UK, Italy, Vietnam and South Africa and found widespread gaps in training and understanding of dyscalculia – a neurodevelopmental condition that emerges in the early years of schooling and affects how children understand numbers and develop basic mathematical skills.

Although most UK educators had heard of dyscalculia, only 42% said they clearly understood it. Just 3% received training during initial teacher education, and only 20% had completed any relevant additional training once in post.

“Our results showed that access to training in the UK was similar to our comparison countries of Vietnam and South Africa, and lower than in Italy,” said lead author Dr Alison Roulstone, a Research Associate in Loughborough University’s Department of Mathematics Education.

Read more HERE