What does a wall do? It interrupts movement. What does a door do? It regulates passage: it may open, remain locked or allow some people through while keeping others outside.

In their research on adults’ mathematics life histories1, Coben and Thumpston identified two recurring images: the brick wall and the door. In the study, they are separate metaphors. From a dyscalculic perspective, however, it is useful to place them side by side and also examine the relationship between them.

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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.

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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.

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