There is some overlap between dyscalculia and other mathematics learning difficulties, which can sometimes cause confusion.  A common misconception is that dyscalculia simply means finding mathematics unexpectedly difficult. However, there are many reasons why someone may struggle with mathematics, and not all of these can be attributed to dyscalculia. There is guidance available from SASC which gives the 2025 definition: https://www.sasc.org.uk/news/maths-difficulties-and-dyscalculia-guidance-march-25/ 

This is made clearer using a visual provided by the Dyscalculia network:

Around 60% of individuals with dyslexia may also experience difficulties with mathematics, although this does not necessarily mean they have dyscalculia. 

Examples of difficulties that individuals with dyscalculia may experience include:

• Needing to repeatedly count and recount, even when working with small numbers.
• Finding it difficult to estimate quantities, measurements, time, or costs.
• Struggling to recognise when a result or answer is unrealistically high or low.
• Having difficulty understanding that £14.99 is less than £20.
• Not recognising when a price or restaurant bill is incorrect or unreasonable.
• Experiencing challenges with time management, such as arriving too early or late, understanding timetables, and planning journeys.

These indicators are expanded on in this visual provided by the Dyscalculia Network:

The exact causes of dyscalculia are not yet fully understood. Researchers continue to investigate the role of brain development, genetics and environmental factors.  Dyscalculia appears to run in some families, which can sometimes make it more challenging for parents and carers to provide support while managing their own anxiety or difficulties with mathematics.

Primary

Foundational learning in number, arithmetic, classification and seriation are key from an early age. Children with dyscalculia may begin to experience frustration and disengagement from mathematics from as early as seven years of age. If a parent, carer or sibling experiences mathematics anxiety, this can be picked up by children and may also affect their confidence. 

The key at this age is a low stress approach that is supported both at home and within the educational setting.  Activities such as counting the number of bikes seen on the way to school, tallying collected twigs, or estimating the time taken to travel to school can help reinforce number concepts in a low pressure way.  Reducing expectations around rapid responses can support this low stress approach. Wipe clean boards can also be helpful, allowing mistakes to be corrected without leaving a visual reminder that may undermine confidence.

In the educational setting repetition supported by meaningful visual representations can help strengthen understanding and foster a more positive attitude towards mathematics. The use of squared paper where children struggle to line up columns of numbers can be of benefit at any age. 

Secondary

Difficulties experienced during primary education often carry over into secondary education, where increased academic demands and a change in environment may contribute to anxiety and disengagement. If a secure understanding of addition, subtraction, multiplication and division has not been established, progressing to more abstract concepts such as algebra can become significantly more challenging.

Having a calm space in the home for homework with minimal distractions is one way in which parents and carers can provide support. 

Further Education

Depending on their chosen pathway, many students may find themselves resitting mathematics qualifications in order to achieve the grades required for progression.  It can be challenging when approaching mathematics at an older age to find materials that are age appropriate. The vast majority of the materials are likely to be aimed at younger children. Resources designed for younger children may feel inappropriate for older learners, which can further affect confidence, engagement and motivation.

As students progress in subjects that may initially appear unrelated to mathematics, they often discover that mathematical skills remain an important component. This applies to everything from painting and decorating to engineering. There are very few careers that don’t involve some element of calculation. Anyone selling items needs to know what something costs to produce, both in time and materials. 

Higher Education

Before beginning a university course, students should explore the mathematical demands of the programme and enquire about the support available.  Many universities offer dedicated study support, assistive technology, specialist mentoring and reasonable adjustments for students with specific learning difficulties.

Adulthood

Mathematics skills are important in everyday adult life and may include remembering PIN numbers, managing a budget, calculating costs, telling the time and planning journeys. Difficulties in these areas can affect independence, employment, financial management, travel and everyday decision-making. With appropriate strategies, assistive technology, workplace adjustments and support, many adults with dyscalculia develop effective ways to manage these challenges and thrive both personally and professionally.

Dyscalculia can affect individuals throughout their lives, but early identification and appropriate support can make a significant difference. By understanding the challenges associated with dyscalculia and focusing on strengths as well as difficulties, parents, educators and employers can help individuals build confidence and achieve their full potential.

Sources:

https://www.bdadyslexia.org.uk/dyscalculia

https://www.sasc.org.uk/news/maths-difficulties-and-dyscalculia-guidance-march-25/ 

https://dyscalculianetwork.com/

https://www.stevechinn.co.uk/

https://www.webmd.com/add-adhd/childhood-adhd/dyscalculia-facts#1

https://www.understood.org/en/articles/what-is-dyscalculia

Thank you to the Dyscalculia Network for their support in peer reviewing this post and providing the images used.