The application of numeracy is important for our participation in society and understanding of the world. We use numeracy every day, in all areas of our lives. Life decisions are so often based on numerical information, therefore students need to be numerate to make the best choices. Throughout school, students are introduced to increasingly sophisticated and challenging numerical ideas and abilities, such as maths fluency, reasoning, modelling, and problem-solving. Grasping these numerical concepts enables students to engage with familiar and unfamiliar situations and make well-informed decisions (VCAA 2019).
While numeracy learning difficulties and dyscalculia have received less attention than other developmental learning disorders in Australia, international prevalence rates suggest that approximately eight percent of people worldwide have dyscalculia—rates comparable to those of dyslexia (Reeve 2019).
In the past, learning difficulties in numeracy have been characterised as general cognitive problems (for example, low IQ). It is now understood that a student may be experiencing difficulty in mathematics for a range of reasons.
The formal definition of dyscalculia is…
Dyscalculia is a specific learning disorder with impairment in mathematics (often referred to as dyscalculia) is associated with significant difficulty understanding numbers and working with mathematical concepts.
Dyscalculia refers to a wide range of difficulties with maths, including weaknesses in understanding the meaning of numbers, and difficulty applying mathematical principles to solve problems. Dyscalculia is rarely identified early.
Dyscalculia is regarded as a specific learning disability, resulting from differences in the brain that affects the typical acquisition of numerical skills (Butterworth 2019).
The American Psychiatric Association DSM-V (2013) defines dyscalculia as a learning deficit associated with difficulties processing numerical information, learning arithmetic facts, and performing calculations.
In approximately 25 percent of cases, dyscalculia overlaps with dyslexia (Butterworth 2005) and since many maths problems also rely on literacy and language skills (for example, arithmetic word problems) a learning difficulty in numeracy can be exacerbated by a learning difficulty in literacy.
There is no easy method for identifying students with a learning difficulty in numeracy, nor is there a ‘one size fits all’ approach to providing support to these students.
Understanding each learner’s individual needs is critical to determine appropriate interventions and the different kinds of supports they require.
