Difficulties with math can be referred to as math dyslexia, but it’s actually a separate issue called dyscalculia.
Pronunciation
First, let’s start with the pronunciation because it’s a bit tricky. It’s actually pronounced “dis-kal-KOO-lee-uh.” If we look at the morphology of the word we have “dys” from the Greek meaning difficult and calculare from Latin meaning to count. So taken together the word means difficulty counting and that is math in a nutshell. Remember: Dis-cal-KOO-lee-uh.
Why isn’t it called math dyslexia?
Now that we can actually say the word, let’s talk about what it is. People sometimes refer to the condition as math dyslexia. But that is like comparing apples to oranges. Great, if you are making a fruit salad, but we are not. Dyslexia and dyscalculia are two separate things. Dyslexia is difficulty reading. Dyscalculia is difficulty with math. I think people say “math dyslexia” because you get what they are referring to and 2) it’s impossible to pronounce dyscalculia. Think of dyscalculia as a specific learning disability that affects a person’s ability to understand, learn, and manipulate numbers. This is not about being “bad at math.” It’s a variation in the brain’s wiring that impacts a person’s number sense. It’s neurological in nature.
It might help if I provide an analogy and compare it to colorblindness. A colorblind person can see, but their brain processes color differently. You can show them red flashcards all day long, but they’ll never see the color red. Well, it’s the same with dyscalculia. No amount of rote memorization or endless flashcards will magically create a fundamental understanding of numbers. A dyscalculic person’s brain processes numbers in a completely different way.
For example, a child with dyscalculia might struggle to understand that the numeral ‘5’ represents a group of five objects. They might not grasp that a group of six is one more than a group of five, even if they can learn to count by rote. They often count on their fingers long after their peers have moved on to more advanced mental math.
This can lead to significant frustration, math anxiety, and a feeling of being “dumb” which is why understanding and addressing the condition is vital.
Common Symptoms of Dyscalculia
- Poor Number Sense: As mentioned above, a child might not intuitively understand what numbers mean. For instance, they might have trouble recognizing that “5” is a larger quantity than “3” without counting them out. They may struggle with the ability to instantly recognize the number of objects in a small group, like seeing two dots on a domino and knowing it’s two without counting.
- Difficulty with Basic Math: This is more than just struggling with hard problems. It includes trouble with simple addition, subtraction, multiplication, and division. They may have a very hard time memorizing basic math facts, like their times tables.
- Trouble with Mental Math: A child with dyscalculia often can’t do math problems in their head and relies on their fingers to count long after their peers have stopped.
- Challenges with Time, Money, and Measurement: They may find it difficult to tell time on an analog clock, count money, or understand concepts like distance and volume.
Every person is unique so the symptoms of dyscalculia can vary from person to person. These challenges can continue to impact daily life, showing up in adulthood as:
- Difficulty managing a budget, balancing a checkbook, or calculating a tip or change.
- They may be frequently late, struggle to read a map, get lost easily, or have a hard time telling their left from their right.
- They might struggle to recall phone numbers, zip codes, or even simple dates and facts.
How Is Dyscalculia Tested For?
As with most of the “dys” conditions, a formal diagnosis is made through a comprehensive evaluation by a qualified professional, such as a neuropsychologist. They’ll consider the individual’s developmental history, classroom performance, and use normative-referenced standardized tests. These tests look for specific indicators such as:
- Number Sense: The ability to understand what numbers represent and their relationship to each other.
- Memorization of Facts: Difficulty recalling basic math facts like multiplication tables or simple addition.
- Accurate and Fluent Calculations: Slow or inaccurate at solving math problems.
- Reasoning and Problem-Solving: Trouble with word problems, understanding math vocabulary, or applying concepts to real-world situations.
- Spatial Reasoning: Difficulty with concepts like telling time on an analog clock, distinguishing left from right, or understanding maps and directions.
If you suspect your child may have dyscalculia, discuss your concerns with their teacher and pediatrician to begin the process of having your child evaluated. The goal of any evaluation is not to label someone, rather it is to help them understand the issue and find solutions to their struggles.
Comorbidity: The Connection to Dyslexia and Dysgraphia
Some conditions co-exist. For instance, a high percentage of individuals with dyslexia also have difficulties with math. This may be why some refer to the condition as math dyslexia. Similarly, dysgraphia can also overlap with dyscalculia. Think of these as the “3 dys” dyslexia (difficulty reading); dysgraphia (difficulty writing); dyscalculia (difficulty with math). A child with dysgraphia may struggle to write numbers clearly, keep their work organized in columns, or even use a pencil effectively, all of which can compound the challenges of solving a math problem.
Tips for Parents
Which brings us to the next step, discussing what you, as a parent, can do to help your child if you’ve been told they have math dyslexia. Let’s share hands-on things that you can do:
- Use Manipulatives: Make math tangible. Instead of just numbers on a page, use physical objects like LEGOs, blocks, counters, or even dried beans. I was recently explaining the concept of ratios to a student. We had pinto beans, black beans and kidney beans to make the concept tangible. We counted, grouped, and compared the beans to show the relationship.
- Connect math to daily life. When you’re at the grocery store, have your child count items in the cart or help you compare prices. When you’re cooking, let them measure ingredients. This is going to help them with fractions and ratios in an easy to understand manner.
- Prioritize Conceptual Understanding Over Rote Memorization: Instead of drilling multiplication facts with flashcards, focus on what multiplication actually means. Use visuals to show “three groups of four.” Use stories to help remember multiplication facts. Times Tales has helped quite a few students remember their multiplication facts when everything else had failed. Create mnemonics highlighting the order of operation. One student uses Molly Sells Burritos to remember the order for long division (Multiply, Subtract, Bring down).
- Embrace a Growth Mindset: As Henry Ford said: “If you think you can, or you think you can’t, you’re right.” Recognize the frustration but keep going. Remind your child that their brain is like a muscle that gets stronger with practice. Say things like, “I know that was a hard problem, and I’m so proud of how hard you worked on it” This recognition can really help reduce the frustration. Stop if a break is needed, but come back to the task after a few minutes.
- Leverage Technology and Accommodations: Talk to your child’s teacher about classroom accommodations, such as extended time on tests, access to a quiet space, or a copy of the teacher’s notes. A calculator, graph paper to keep numbers aligned in columns can all be game-changers. You’ll need an IEP or a 504 to make the accommodations official and you can read more about that process in the IEP blog post.