Dyscalculia assessment
What is dyscalculia?
Dyscalculia is a condition that affects the ability to acquire arithmetic skills. Learners with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning numbers facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence. DfES (2001)
Over the last few decades there has been a huge increase in understanding of dyslexia and agreement about the best teaching and learning approaches. In comparison, understanding about dyscalculia is delayed however more recently there has been a growing recognition and understanding of dyscalculia.
Maths is a building blocks subject so it is not possible to develop new concepts if previous concepts have not been understood. Therefore an assessment is necessary to identify gaps in understanding so intervention can be targeted appropriately. It is thought that around 5% to 8% of school-age children have dyscalculia. As with dyslexia, there is no cure but with specialist teaching individuals can become competent mathematicians. There is a strong genetic influence on the development of mathematical skills but environmental factors will also have an impact on mathematical development. It is generally agreed that mathematical competence depends on effective development of language skills, visuospatial skills and memory.
Language skills are importance for mathematics because language is the tool for communication and necessary for understanding mathematical concepts. Without good language skills it is difficult to think about mathematics, understand abstract concepts and solve problems. Mathematics also has its own unique language e.g. some children may confuse the words take away with their take away dinner at the weekend so mathematical language must be developed.
Dr Steve Chinn, a leading educational psychologist and assessor of maths, believes maths anxiety is a major cause for difficulties in maths as even known number facts will be difficult to recall when suffering with anxiety. Maths anxiety can be caused when lessons are outside the child’s boundary of competence and too difficult to understand, or there are gaps in understanding or misconceptions. Assessment and tuition will allow the learner to progress at their own pace so they are able to develop their confidence in mathematics, reduce anxiety and make progress.
Co-occurring difficulties
Dyscalculia can coexist with other disorders such as Dyspraxia (difficulty with coordination of movements), ADHD (affecting concentration and attention), dyslexia (difficulties with reading and literacy skills) and SLI (specific language impairment).
SLI is evident when there is a delay with oral language skills. Students may struggle to pronounce words correctly or have difficulty structuring sentences.
As dyscalculia is generic, it tends to run in families so if a parent has dyscalculia there is a possibility that their child will have similar difficulties.
Visual Skills
Visuospatial skills are important for mathematics because visual images are used to represent abstract concepts. Learners with dyscalculia find visual images difficult to work with and understand so they can find mental manipulation of images. measurement and understanding of space difficult. They may also struggle to set work out on the page which can result in confusing place value of numbers when completing calculations.
Visual perception difficulties can also coexist which which can exacerbate challenges with reading. If the tests indicate a weakness in this area then the student would be referred to a behaviour optometrist for an assessment as it is a separate condition to dyslexia. Typical signs of visual difficulties are blurry letters, double vision, words appearing to move whilst reading or readers can lose their place on the page. Due to co-occurring difficulties, people with dyscalculia do not always have the same symptoms. A dyscalculia assessment will identify other specific learning difficulties that may require further investigation.
Memory
Students with dyscalculia can have a weakness in memory. There can be a weakness in short term, working or long term memory which will have an impact on ability ability to store or manipulate information. Learners may have difficulty remembering calculation methods taught so it is important that secure conceptual understanding is developed using concrete materials before moving on to abstract learning. A dyscalculia assessment will identify weaknesses in memory.
Memory difficulties also affect ability to retain information so over-learning and reinforcement is necessary. Current research indicates that a weakness in short-term memory can impact vocabulary acquisition, early writing skills, reading and mathematics.
Verbal processing speed
When verbal processing speed is slow, it will take longer for the person to process and understand verbal information. Instructions and information may need to be broken down into smaller parts to aid processing with additional visual support provided. There may be a lack of fluency and automaticity in cognitive skills due to difficulties processing information.
It is important that appropriate adjustments are made in the classroom environment to support learning and prevent confidence and self-esteem from deteriorating. A dyscalculia assessment will identify weaknesses in processing speed.
Maths Anxiety
Learners with dyscalculia can suffer from maths anxiety. This is when the mind goes blank or freezes and even known facts are forgotten. Students can suffer with low self-esteem and confidence because they struggle with learning which causes anxiety. Developing confidence and self-esteem is an important part of teaching so learners are ready to learn. Growth mindset techniques, empathy and encouragement are used to break down barriers to learning and build confidence. A dyscalculia assessment will identify anxiety and provide recommendations for support..
- Some indicators of dyscalculia are detailed below. Children may not exhibit all of these characteristics and the presence of any individual characteristic will not necessarily indicate dyscalculia.
- Language difficulties: comprehending the meaning of mathematical language and remembering what the abbreviations mean
- Memory difficulties: short term, working memory and/or long term
- Difficulties estimating numbers and answers
- Understanding basic number concepts: one to one correspondence, learning number bonds, place value, multiplication and division and time
- Counting backwards reliably
- Weakness in visual and spatial orientation
- Slow processing speeds when engaged in maths activities
- Sequencing difficulties
- A tendency not to notice patterns
- Problems with all aspects of money
- Difficulty transferring from concrete to abstract
- A marked delay in learning to read a clock and tell the time
- An inability to manage time in daily life.
- Sequencing difficulties e.g., coloured beads
- Jumbled phrases e.g., ‘cobbler’s club’ for ‘toddler’s club’
- Late speech development
- Difficulty remembering known objects e.g., table, chair
- Struggles to learn rhyme e.g., cat, mat pig, big
- Confusion between directional words
- Difficulties remembering names of known objects
- Enjoys being read to but shows little interest in letters or words
- Difficulties learning and, or clapping a simple rhyme
- Coordination difficulties: hopping, skipping, catching or throwing.
How you can help your child
- Establish regular, consistent routines
- Provide opportunities to tell the time using an analogue clock
- Play memory games
- Provide opportunities to pay for items using real money
- Encourage your child to talk when completing mathematical calculations and reason as they work. Students should also record calculations/ working out
- Practise the reading and spelling routines daily for reinforcement
- Encourage your child and provide your own rewards for good progress
- Check understanding of new information and be prepared to repeat in a different way if not understood
- Encourage and allow your child to ask questions
- Be patient when supporting homework
- Talk to your child about how they are feeling about their learning.
- Speak to your child’s class teacher and SENCo about your concerns and the support provided in school. If a a dyscalculia assessment has been completed discuss the report and make an action plan with the school SENCo
Dyscalculia Support
Support is provided through specialist teaching using multi-sensory methods, developing memory to support learning and also metacognition so the learner develops independent learning skills.
An understanding of the individual’s specific needs is imperative so teaching can be guided to meet these needs and overcome barriers to learning. All teaching programmes are carefully designed, implemented and continually monitored for progress.
Children can be assessed for dyscalculia from around seven years although poor number sense, an inability to recognise patterns and difficulties learning to count a small group of objects accurately from an early age could be early indicators.
Assessment
Early intervention
Early identification and intervention are important to prevent an academic gap widening and self-esteem deteriorating. If there are concerns, it is recommended that children have an assessment for dyscalculia from nine years. Students are usually around two years behind their peers in the maths curriculum.
Children can be assessed for dyscalculia from around seven years although poor number sense, an inability to recognise patterns and difficulties learning to count a small group of objects accurately from an early age, could be early indicators. If the dyscalculia is more severe, difficulties can be noticed from as early as seven years.