Learning disabilities come in all shapes and sizes. Dyscalculia impacts mathematical ability and can affect a person at any level of learning. In this article, we’ll look at what dyscalculia is, what can be the cause of this learning disability, and how to best support an adult with dyscalculia needs.
Dyscalculia definition
Dyscalculia is defined as a learning disability that impairs a person’s ability to learn and apply number-related concepts. Someone with dyscalculia may struggle with basic mathematical problems as well as abstract maths. They may have trouble identifying which number is greater and which is smaller. They may also struggle with number-related skills such as telling the time or differentiating between left and right. Because of the similarities it shares with another learning disorder related to reading and comprehension difficulties, it is often called “number dyslexia” or “math dyslexia”. It also shares a commonality with other learning disabilities and genetic conditions. 11% of children with ADHD also have dyscalculia, and higher risks of dyscalculia are present in children with Turner’s syndrome, Fragile X syndrome, Velocardiofacial syndrome, or Williams syndrome.
Dyscalculia vs difficulties in mathematics
One common question is if dyscalculia and mathematical learning difficulties are the same things. The simple answer is that they are different in one important way – a difficulty with learning mathematics is usually environmental and can be overcome by modifying the problem, while dyscalculia is internal and connected to the development of a person’s brain, and cannot be overcome as easily, if at all.
There are many different reasons why someone may find maths difficult or even anxiety-inducing. This can include:
- Poor or ineffective teaching methods
- Poor support from parents and teaching
- Poor school attendance
- Difficulty connecting maths learning to real-life contexts
These are called environmental factors because they externally influence the person. They may not respond well to the type of teaching methods being offered, they may find maths pointless, or they may have been told from an early age that maths is very difficult – this all creates barriers to learning. Often, these barriers can be removed or overcome by changing the person’s environment, which has the impact of reducing their mathematical difficulties.
Dyscalculia is different because the learning challenges are arising from within the person. It is an internal factor because it is the result of neurodivergence. Because of this, a person needs to be evaluated and diagnosed as having dyscalculia, which can be challenging because environmental factors may also be present. Once a person is diagnosed, they can receive the right level of support to work with their learning disability. Unlike mathematical difficulties that arise from environmental factors, a person with dyscalculia will always have limitations in this area depending on how severe their condition is. However, the right support can help people manage their condition and lifestyle as effectively as possible.
What are the signs & symptoms of dyscalculia in adults?
So, how can you recognise if someone has dyscalculia, especially if they are an adult?
Someone with dyscalculia may exhibit the following behaviours:
- Difficulty connecting numbers to quantities – Understanding measuring units for baking, processing numbers of items like 2 pears, 3 peaches, and 6 grapes, etc.
- Difficulty processing numbers – Counting backwards and forwards, superimposing numbers or jumbling them up, etc.
- Trouble recognising a quantity without counting each individual unit – Taking a long time to count 4 flowers in a vase or being unable to do it at a glance, being unable to recognise that 3 friends is the same number for 3 cupcakes or 3 cars. This commonly causes a heavy reliance on counting fingers.
- Issues comparing quantities – Easily comprehending the difference between 4 flowers in one vase or a vase with 8 flowers in it or expressing if there is 3 or 7 people in a room, or saying which room or vase has the most in it.
- Difficulty performing sums in their head – Adding basic numbers, developing a budget, or dividing a bill without a calculator.
- Difficulty learning or remembering mathematical facts – For example, reciting the multiplication tables, remembering laws of mathematics, or how to perform a formula, even if many hours are spent rote learning these facts.
- Difficulty recognising patterns or sequences in numbers – For example, they will have trouble recognising that the sequence 2,4,6,8,10 is one where 2 is added to each number, or listing odd numbers, or predicting the next number in a pattern.
- Visio-spatial problems – For example, being unable to organise things from smallest to largest or tallest to shortest, to recognise that a small number in a large font is mathematically larger than a larger number in a smaller font, difficulty recognising the right coins to make a payment, or estimating the right quantities of something, etc.
People with dyscalculia understandably experience a lot of frustration when it comes to mathematical learning and using mathematical skills. This can be expressed in maths anxiety, a condition where someone experiences a significant amount of tension, apprehension, stress, or even panic around mathematical learning that can inhibit skills development even further.
What causes dyscalculia?
Current research hasn’t determined what specifically causes dyscalculia, but it has been narrowed down to these areas:
- Genetic causes – Dyscalculia has a hereditary component, and someone with dyscalculia is likely to have family members with mathematical learning disabilities or difficulties.
- Brain development – Neuroimaging research has shown that there are developmental differences in people with dyscalculia and those without the condition, specifically in areas linked to learning, memory, and cognitive capacity.
- Environmental – Consumption of alcohol during pregnancy, having a premature birth, and low birth weight are also associated with higher risks for dyscalculia.
- Trauma – Injury to the brain in areas concerned with mathematical skill and learning can cause trauma-related dyscalculia. This can be caused by blunt force trauma, a stroke, aneurysm, and other conditions.
How is a person tested for Dyscalculia?
When diagnosing dyscalculia, specialists in learning disorders do not look at individual incidents – after all, we can all make errors and mistakes in calculations, especially if our math skills aren’t strong. Instead, they look for persistent and consistent behaviours that cover a variety of numbers-based skills and applications through several dyscalculia tests, which can include PAL-II Diagnostic Assessment (DA), the KeyMath-3 DA, and the WIATT-III assessment processes. During the diagnostic or testing process, the following criteria need to be met to get a dyscalculia diagnosis:
- That the person exhibits at least one or more of the listed symptoms
- That their ability is significantly below the average for their age or a typical member of society, where it will impact work or daily life
- That the learning difficulties have been present persistently through the person’s life (unless it is the result of a traumatic injury)
- And that other conditions are ruled out, including environmental factors, other mental health conditions, and other learning disabilities
These assessments or tests are usually performed by a trained specialist, usually a psychologist, neuropsychologist, or health services provider.
How can dyscalculia be treated?
Dyscalculia can’t be treated or cured through medications, but people with this learning disability can be supported in ways that minimise the impact of this condition on their daily life.
For young children, support can include individual tutoring in the classroom, a focus on mathematical fundamentals, working to relieve any environmental barriers to learning, simplifying more complex concepts, giving them more time to understand concepts and solve a problem, and making maths more relatable to real life.
If the condition is not properly supported during childhood, adults with dyscalculia can experience significant challenges in day-to-day life that make budgeting and managing finances very difficult, as well as limiting their career options. It is never too late for intervention. With effective support from the right sources, adults with dyscalculia can improve their basic maths skills and cope more effectively with the mathematics of everyday life.
Care and support
As with all learning disabilities, every person and every case is unique – and so is the support and care they will require. For health and social care workers, it’s essential to be able to understand a person’s support needs in detail and align them with the types of support best-suited to their needs. Some adults with mild dyscalculia are very independent and require little or no additional assistance in everyday life, while others may struggle severely. Some may be interested in brushing up their maths skills and need a connection to useful resources or tutors, while others may have more severe cases that require expert assistance from experienced educational therapists. In some cases, there may be several mental or physical health conditions at once and form part of a holistic medical and therapeutic care team.
In all cases, the role of health and social care workers is to support people with learning disabilities to lead a full, enriching, and purposeful life.
