In the brightly decorated classroom of Maplewood Elementary, a first-grader named Lily sat at her desk, the numbers on her math worksheet swirling into an incomprehensible storm. While her classmates eagerly raised their hands to answer the teacher’s questions, Lily kept her head down, a knot of anxiety tightening in her stomach. Math was a foreign language, an overwhelming puzzle she couldn’t piece together. Each failed attempt left her feeling isolated and defeated. The schoolwide screening where she had to read out numbers, fill in a missing number, and say which of two numbers was the largest and that other kids saw as a quick fun activity was not easy for her.  

Lily’s struggle didn’t go unnoticed by Mrs. Thompson, her perceptive and compassionate teacher, who happened to have heard about math learning difficulties and dyscalculia at a recent conference. Seeing the quiet frustration in Lily’s eyes, Mrs. Thompson decided to intervene. She recognized the signs of a learning difference called dyscalculia, like continuing to count by one on fingers when other students had started to memorize a few math facts, having to count the pips on dice and dominoes instead of recognizing the numbers by looking at the pattern, having difficulty counting backward and generally needing more time to write and copy numbers or do simple additions. She also remembered that many of these students develop math anxiety even in first grade. With her years of experience she noticed these symptoms that might have escaped other teachers. Mrs. Thompson knew that students who struggle from early on are not likely to catch up on their own and that just like with dyslexia early intervention could change the trajectory of Lily’s academic journey.

Mrs. Thompson began working with Lily individually, using hands-on activities and visual aids to make math more tangible. She introduced games that turned numbers into fun challenges rather than daunting obstacles. Slowly, Lily’s fear of math began to dissipate, replaced by a growing curiosity and confidence. With each small victory, she learned that mistakes were part of the learning process, developing a growth mindset so believing that she could make progress and that just like with training for a sport you can get better at math with practice. Mrs. Thompson gave some of her math games to Lily’s mother to keep practicing at home and suggested reading stories with numbers and patterns and download a free app called  bedtime math that sends a picture of an everyday event that is linked to math to your phone every day and that act as a conversation starter to find an answer to a related question.   

As the school year progressed, Lily was allowed to use the manipulatives whenever she felt the need, and although she still needed some more time to get the math done, her grades improved, and more importantly, so did her self-esteem. Mrs. Thompson’s dedication and tailored approach helped unlock a world that once seemed unreachable. Lily’s story is a testament to the power of understanding and using supportive structured multisensorial teaching in overcoming the challenges of dyscalculia. While Lily’s issues improved fairly quickly some students’ problems are more profound and they need the help of a specialist usually after having an assessment to find out their needs and how they can be assisted in the most effective way.   

What is Dyscalculia?

Dyscalculia is a specific learning disability that affects a person’s ability to understand numbers and learn math facts. It is as common as dyslexia, yet often remains underdiagnosed. Children with dyscalculia may struggle with number sense, memorization of the basic math facts, and performing calculations. They don’t see the logic behind math processes and don’t know if their answer makes sense or is very far off. They might also find it difficult to know left and right, understand measurement and time concepts, or find their way in a large building. 

Some tips for Parents

1. Early Identification and remediation has the best result. Be vigilant about your child’s progress in math. If you notice consistent struggles or avoidance, consider discussing these observations with the teacher or a specialist.

2. Be supportive and encourage a growth mindset by praising effort rather than just results. Let your child know that it’s okay to make mistakes, and that persistence is key to learning.

3. Math is everywhere so use everyday situations to draw attention to numbers that can be a way to practice math skills. Cooking, shopping, and playing board games can provide opportunities to work with numbers in a practical context.

4. Make use of technology: there are numerous apps and games designed to make math engaging and interactive. These tools can provide additional practice and help reinforce concepts in an enjoyable way. Look for apps that provide suggestions when you make a mistake instead of apps that make a disapproving sound. A storyline with a funny character can make it more interesting. 

6. Talk with your child’s teacher when you are still concerned, share when math homework takes an enormous amount of time or when there are tears or sleepless nights before a math test. Public schools have a process to document each student’s progress and can arrange for a comprehensive assessment. 

5. Don’t hesitate to seek professional help if your child continues to struggle, consider consulting a specialist for a comprehensive assessment. They can provide insights into your child’s specific challenges and recommend strategies tailored to their needs. The Learning Disabilities Association of America provides clear guidelines of what should be included in such an assessment, the information is free and available from the LD Institute:  https://ldaamerica.org/the-ld-institute/  

7. It’s all about teamwork, so keep in close contact with the school, share insights about what works at home (and what doesn’t) and ask for updates on classroom progress. A coordinated approach can significantly enhance your child’s learning experience.

Call to action

Lily’s story is just one example of the incredible difference early identification and intervention can make in the life of a child with a math learning difference or dyscalculia. With the right support, most children can overcome these challenges and discover the joy of learning that every child deserves.

We’ll never forget our own daughter’s struggles with reading, and the incredible support we found at the Neuhaus Education Center. Their resources and courses helped remediate her dyslexia, and thanks to the tireless advocacy of parents, schools now have a better understanding of dyslexia and are better equipped to identify and support students who need it. Countless children have benefited from these interventions, achieving their academic goals.

I firmly believe that we can achieve the same positive results in math. When enough parents speak up about their child’s struggles and the potential for progress with early intervention, we can inspire schools to prioritize math support. Teachers will see the effectiveness of these interventions and advocate for the necessary resources from their principals. 

Imagine a future where every child has the opportunity to discover the joy of math and reach their full potential. By advocating for our children and working together, we can make that future a reality.