A new report from the Center on Reinventing Public Education (CRPE) and The Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University, makes the case that there is a critical and overlooked gap in current math improvement efforts: schools are often not equipped to identify or support students with dyscalculia, a learning disability that affects math understanding and number sense.
Read more HERE
while dyslexia has decades of legislative mandates, screening requirements, specialist roles, and teacher preparation behind it, dyscalculia has almost none of that infrastructure. This brief explores why these students are falling through the cracks—and what states and districts can do about it now. They tackle what dyscalculia is, why students with dyscalculia often go unidentified, what early identification should look like, and what intervention should look like.
See more HERE
An ALA 2026 Notable Children’s Book From New York Times bestselling and Eisner Award–winning author Hope Larson comes a middle grade graphic novel full of hijinks, unexpected friendships, and pizza, perfect for fans of Raina Telgemeier and Kayla Miller. Verity “Very” Nelson can do it all. She’s student body president, debate club whiz, and first chair clarinetist. You could say she’s pretty much the best at everything…Well, almost everything. Everything except math. And it’s not like she doesn’t try. Math just doesn’t make sense in her brain. But it better start soon, or else she can kiss her presidency—and her campaign promises—goodbye.
See it HERE
A shared language can help us recognise that experiences that previously seemed isolated, deeply personal and individual, are not ours alone.
Part of the challenge with adult dyscalculia is that the language available to us still focuses largely on skills, skill improvement and difficulties. We have fewer established ways of describing how encounters with numbers and numeracy feel, how they become woven into everyday life, and how these experiences are carried in memory, expectation, and most importantly: in the body.
One set of images that I have found particularly useful comes from Diana Coben and Gillian Thumpston’s research on adults’ mathematics life histories1. Conducted at Goldsmiths College, University of London, their study explored how adults understood mathematics and how they experienced its role in their life.
See more HERE
This chapter presents a pioneering eye-tracking system developed to analyse and visualise the cognitive-perceptual characteristics of children with dyscalculia. The system captures raw eye movement data alongside auditory and behavioural responses, transforming them into actionable insights through advanced feature extraction and visualisation tools like heatmaps and scanpaths. Key focal points
Read more HERE (paywall)
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