{"id":986,"date":"2026-09-08T11:54:43","date_gmt":"2026-09-08T11:54:43","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/sdn\/?p=986"},"modified":"2026-09-08T11:54:43","modified_gmt":"2026-09-08T11:54:43","slug":"when-numbers-dont-add-up-understanding-dyscalculia","status":"publish","type":"post","link":"https:\/\/blogs.shu.ac.uk\/sdn\/2026\/09\/08\/when-numbers-dont-add-up-understanding-dyscalculia\/","title":{"rendered":"When Numbers Don&#8217;t Add Up: Understanding Dyscalculia"},"content":{"rendered":"<p><span style=\"font-weight: 400\">There is some overlap between dyscalculia and other mathematics learning difficulties, which can sometimes cause confusion.\u00a0 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: <\/span><a href=\"https:\/\/www.sasc.org.uk\/news\/maths-difficulties-and-dyscalculia-guidance-march-25\/\"><span style=\"font-weight: 400\">https:\/\/www.sasc.org.uk\/news\/maths-difficulties-and-dyscalculia-guidance-march-25\/<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This is made clearer using a visual provided by the Dyscalculia network:<\/span><\/p>\n<p><a href=\"http:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-987 size-full\" src=\"http:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition.png\" alt=\"Image from Dyscalculia Network giving visual of how Dyscalculia fits with Specific Learning Difficulties in Mathematics \" width=\"2030\" height=\"1046\" srcset=\"https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition.png 2030w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition-300x155.png 300w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition-1024x528.png 1024w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition-768x396.png 768w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/Dyscalculia-definition-1536x791.png 1536w\" sizes=\"auto, (max-width: 2030px) 100vw, 2030px\" \/><\/a><\/p>\n<p><span style=\"font-weight: 400\">Around 60% of individuals with dyslexia may also experience difficulties with mathematics, although this does not necessarily mean they have dyscalculia.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Examples of difficulties that individuals with dyscalculia may experience include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Needing to repeatedly count and recount, even when working with small numbers.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Finding it difficult to estimate quantities, measurements, time, or costs.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Struggling to recognise when a result or answer is unrealistically high or low.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Having difficulty understanding that \u00a314.99 is less than \u00a320.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Not recognising when a price or restaurant bill is incorrect or unreasonable.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Experiencing challenges with time management, such as arriving too early or late, understanding timetables, and planning journeys.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">These indicators are expanded on in this visual provided by the Dyscalculia Network:<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><\/p>\n<p><a href=\"http:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-988 size-full\" src=\"http:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators.png\" alt=\"Image from Dyscalculia Network showing SpLD in Mathematics Indicators and those specific to Dyscalculia\" width=\"2010\" height=\"1152\" srcset=\"https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators.png 2010w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators-300x172.png 300w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators-1024x587.png 1024w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators-768x440.png 768w, https:\/\/blogs.shu.ac.uk\/sdn\/files\/2026\/09\/SpLD-indicators-1536x880.png 1536w\" sizes=\"auto, (max-width: 2010px) 100vw, 2010px\" \/><\/a><\/p>\n<p><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">The exact causes of dyscalculia are not yet fully understood. Researchers continue to investigate the role of brain development, genetics and environmental factors.\u00a0 <\/span><span style=\"font-weight: 400\">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.<\/span><\/p>\n<h1><span style=\"font-weight: 400\">Primary<\/span><\/h1>\n<p><span style=\"font-weight: 400\">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.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The key at this age is a low stress approach that is supported both at home and within the educational setting.\u00a0 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.\u00a0 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. <\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">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.\u00a0<\/span><\/p>\n<h1><span style=\"font-weight: 400\">Secondary<\/span><\/h1>\n<p><span style=\"font-weight: 400\">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.<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Having a calm space in the home for homework with minimal distractions is one way in which parents and carers can provide support.\u00a0<\/span><\/p>\n<h1><span style=\"font-weight: 400\">Further Education<\/span><\/h1>\n<p><span style=\"font-weight: 400\">Depending on their chosen pathway, many students may find themselves resitting mathematics qualifications in order to achieve the grades required for progression.\u00a0 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.<\/span><\/p>\n<p><span style=\"font-weight: 400\">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\u2019t involve some element of calculation. Anyone selling items needs to know what something costs to produce, both in time and materials.\u00a0<\/span><\/p>\n<h1><span style=\"font-weight: 400\">Higher Education<\/span><\/h1>\n<p><span style=\"font-weight: 400\">Before beginning a university course, students should explore the mathematical demands of the programme and enquire about the support available.\u00a0 Many universities offer dedicated study support, assistive technology, specialist mentoring and reasonable adjustments for students with specific learning difficulties.<\/span><\/p>\n<h1><span style=\"font-weight: 400\">Adulthood<\/span><\/h1>\n<p><span style=\"font-weight: 400\">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.<\/span><\/p>\n<p><span style=\"font-weight: 400\">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.<\/span><\/p>\n<h1><span style=\"font-weight: 400\">Sources:<\/span><\/h1>\n<p><a href=\"https:\/\/www.bdadyslexia.org.uk\/dyscalculia\"><span style=\"font-weight: 400\">https:\/\/www.bdadyslexia.org.uk\/dyscalculia<\/span><\/a><\/p>\n<p><a href=\"https:\/\/www.sasc.org.uk\/news\/maths-difficulties-and-dyscalculia-guidance-march-25\/\"><span style=\"font-weight: 400\">https:\/\/www.sasc.org.uk\/news\/maths-difficulties-and-dyscalculia-guidance-march-25\/<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><a href=\"https:\/\/dyscalculianetwork.com\/\"><span style=\"font-weight: 400\">https:\/\/dyscalculianetwork.com\/<br \/>\n<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><\/a><a href=\"https:\/\/www.stevechinn.co.uk\/\"><span style=\"font-weight: 400\">https:\/\/www.stevechinn.co.uk\/<br \/>\n<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><\/a><a href=\"https:\/\/www.webmd.com\/add-adhd\/childhood-adhd\/dyscalculia-facts#1\"><span style=\"font-weight: 400\">https:\/\/www.webmd.com\/add-adhd\/childhood-adhd\/dyscalculia-facts#1<br \/>\n<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><\/a><a href=\"https:\/\/www.understood.org\/en\/articles\/what-is-dyscalculia\"><span style=\"font-weight: 400\">https:\/\/www.understood.org\/en\/articles\/what-is-dyscalculia<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><\/a><span style=\"font-weight: 400\">Thank you to the Dyscalculia Network for their support in peer reviewing this post and providing the images used.\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>There is some overlap between dyscalculia and other mathematics learning difficulties, which can sometimes cause confusion.\u00a0 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 [&hellip;]<\/p>\n","protected":false},"author":45936,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-986","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/posts\/986","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/comments?post=986"}],"version-history":[{"count":6,"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/posts\/986\/revisions"}],"predecessor-version":[{"id":994,"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/posts\/986\/revisions\/994"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/media?parent=986"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/categories?post=986"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/sdn\/wp-json\/wp\/v2\/tags?post=986"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}