When it doesn't add up
Published
Experts are warning of an invisible maths struggle that could be holding back millions of children. Up to two children in every classroom could be struggling with dyscalculia, a condition that disrupts how people process numbers. Yet most of us have never heard of it.
Education experts at Explore Learning have teamed up with clinical psychologist Dr Elyse Bensusan to highlight the early signs families and teachers shouldn’t ignore. ‘Dyslexia has received a lot of attention – rightfully so – but dyscalculia still lags far behind,’ explains Dr Bensusan. ‘Most parents have heard of reading challenges, but very few know what to look for when it comes to math difficulties.
‘It often shows up in ways that are easy to dismiss at first,’ she adds. ‘A child might have trouble recognising small quantities without counting – for example, they can’t see that there are three cookies on a plate unless they count them one by one. They may struggle to understand what numbers really mean: they can memorise 2 + 2 = 4 by rote but fail to understand what the numbers represent.’
Dyscalculia affects everyday number sense in a way that doesn’t improve with practice alone. Watch out for:
- Trouble recognising small quantities without counting (the ‘cookie test’).
- Mixing up numbers like 6 and 9.
- Still using finger counting in Year 4 despite extra help.
- Difficulty understanding what numbers mean beyond memorisation.
- Struggling to line up numbers correctly in maths problems.
- Taking much longer than peers to memorise basic facts.
‘We can sometimes notice subtle signs as early as nursery, but more obvious signs usually appear between ages 6 and 9,’ says Dr Bensusan. ‘If a child at this stage is still finger-counting and struggling despite extra support, it’s worth exploring further.’
Without the right support, children can lose confidence in maths, withdraw from learning, and feel left behind. ‘It chips away at their self-esteem,’ explains Dr Bensusan. ‘Many kids with undiagnosed dyscalculia lose confidence in themselves at school. They may avoid maths, freeze on tests or get stomach aches before class.’
Many people assume that dyscalculia means a child is not trying hard enough or is bad at maths. Dr Bensusan says this is simply not true. ‘Dyscalculia is a real learning difference rooted in how the brain processes numbers. These kids are often bright, creative and highly verbal.’ Importantly, she warns that children won’t simply grow out of it without support: ‘Without targeted, hands-on support they often don’t improve. They just learn to hide their confusion.’
Early assessment of dyscalculia can be life-changing.’If your child is bright and verbal but seems lost when it comes to numbers – trust your gut,’ advises Dr Bensusan.’With the right approach, your child can thrive.’
Visit www.explorelearning.co.uk
