Dyscalculia, from a Teacher’s Perspective

Ann Williams

This presentation is based on a literature review (Williams, 2012).The puzzle of why “able children are unable to learn arithmetic” (Butterworth & Laurillard, 2010, p. 536), has different names. It affects the ability to count hence the ability to do arithmetic but not the ability to do higher levels of mathematics. The incidence of dyscalculia is about 5%. However, there is a high degree of co-existence between all learning disabilities. For example, over 50% of students with dyslexia are likely to have dyscalculia. Another issue for dyscalculics is time. They often have working memory problems so need extra processing. References Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education, 42, 527-539. Williams, A. (2012). A teacher’s perspective of dyscalculia: Who counts? An interdisciplinary overview. Australian Journal of Learning Difficulties, 2012(Oct), 1-16. doi: 10.1080/19404158.2012.727840