“I Always Thought I Was Just Bad at Math” And Then I Learned About Dyscalculia

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There’s a story a lot of people tell about themselves that goes like this:

I’m just not a math person. Some people get it and some people don’t, and I’m in the “don’t” category. I’ve always been this way. It’s ﬁne. I manage.

It’s told in a certain tone — part acceptance, part mild embarrassment, part practiced deﬂection to move the conversation along before anyone presses for details. The details being: how you quietly calculate tips on your phone before the check arrives. How you always “let” someone else split the bill. How you’ve never fully understood your own bank statements. How payday feels like brieﬂy visiting a country where you speak the language and then slowly losing it again.

What Dyscalculia can look like

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Many children struggle with maths.
But for some children, numbers feel confusing in a much deeper way.

Remembering calculations, understanding number order, reading time, or even following maths steps can feel overwhelming.

This is what dyscalculia can look like.

See it HERE

Post from Elsje van Bergen

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Parents provide both home environments and genes. Untangling those influences is one of the biggest challenges in developmental research.

➕ In our new preprint, we examined how the home math environment (HME) relates to children’s arithmetic fluency development from Grades 1–3.

🎲 Informal play-based math activities (e.g. games) were linked to stronger arithmetic development, whereas more formal instruction and homework help were linked to poorer outcomes — possibly because parents increase formal support when children struggle.

🧠 We also found that parents who struggle with maths tended to have children who struggle, suggesting that dyscalculia may run in families.

See more HERE

Teaching students with dyscalculia: making math more accessible

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Accommodations change how students access learning. They do not lower expectations.

1. Extra time and alternative assessments

Processing time matters.

Extra time for tests and tasks
Shorter testing sessions
Option to explain answers verbally
Access to formula sheets

These supports help measure understanding, not speed.

2. Targeted goals in the IEP for dyscalculia

A strong plan includes:

Clear, measurable goals
Personalized accommodations
Access to specialist support
Regular progress reviews

Collaboration between teachers, families, and specialists is key.

Dyscalculia – Causes, Symptoms and Treatment

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Things worth knowing about “Dyscalculia”

Dyscalculia is a learning disorder characterized by persistent difficulties with numbers and basic arithmetic. It occurs regardless of overall intelligence or level of education.

What Is Dyscalculia?

Dyscalculia (also referred to as a mathematical learning disability or arithmetic disorder) is a neurologically based learning difficulty that causes persistent problems with understanding numbers, learning number facts, and performing basic mathematical operations. It is not caused by low intelligence, inadequate teaching, or lack of effort — it has biological roots in the brain.

Dyscalculia is classified as a specific learning disorder and is recognized in the ICD-10 (code F81.2) and the DSM-5 as a distinct diagnosis. It affects an estimated 3–7% of school-age children and can persist into adulthood.

See more HERE