Dyscalculia and the Davis Maths Mastery Programme
Sara has L4 qualification from Dyslexia Action in Developing Numeracy Skills in Learners with Dyslexia and Dyscalculia.
Mathematical understanding runs throughout all areas of our lives. It measures change according to a standard and enables us to establish order through the sequential steps, and to assess the result. It is estimated that between 3 and 6% of the population struggle with dyscalculia, an inability to conceptualise numbers and the number facts.
The DfES defines dyscalculia as:
‘a condition that affects the ability to acquire arithmetic skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.’
There are five main problem areas commonly experienced by people with dyscalculia:
- Anxiety and stress
- Reading problems
- Memory difficulties
- Reasoning problems
- Arithmetical issues
Dyscalculia typically occurs in thinkers who need to learn through meaning who have failed to grasp the meanings behind some or all of the mathematical symbols they have encountered. For these problems to be resolved, a medium has to be found through which these meanings can be mastered.
It is important to understand how challenging the learning process can be if there are symbols, terms, concepts and processes that are not understood.
The following elements must be addressed:
1. Anxiety and stress
- Fluctuations in concentration and ability
- Increased stress or fatigue
- Anxiety and exasperation
Studies have shown that students with dyscalculia become confused and experience an inability to concentrate as they become overwhelmed by their difficulties. Reducing and managing anxiety is vital.
2. Reading problems
- Reading and understanding maths books
- Feeling that nothing makes sense
- Relating printed questions to mathematical techniques
Dyslexic students tend to think using mental imagery and have difficulty thinking with the sounds of words. The BDA estimates that whilst 40-50% of dyslexics show no signs of dyscalculia, for some dyslexic pupils, difficulty with maths may stem from problems with the language surrounding mathematical questions, rather than with number concepts – e.g. their dyslexia may cause them to misunderstand the wording of a question.
It is important to clarify whether a student is struggling because of their reading difficulties or whether they truly have a fundamental difficulty with maths concepts. These factors are explored during the assessment and each programme is individually structured to meet the student’s needs.
3. Memory difficulties
- Remembering what different signs/symbols mean
- Remembering formulae or theorems
- Recalling dates, times, phone numbers etc.
A good memory for facts often depends on being able to organise them into meaningful patterns. If arithmetical procedures are just sequences of meaningless steps, then they will be hard to remember and frequently misapplied.
Mathematical symbols and processes all rest on a series of universal laws which have to be fully understood before maths can be mastered.
Rote learning depends largely on auditory memory and is unlikely to be a natural learning strategy for a dyscalculic child. The exploratory nature of the programme is a more powerful learning tool. The student is also given ‘tools’ to rediscover their visual and kinaesthetic learning, which will assist in remembering formulae and telephone numbers.
4. Reasoning problems
- Moving from concrete to abstract
- Following steps in a mathematical process
Once the meaning is established, the student can move intuitively from the concrete to the abstract.
5. Arithmetical issues
- Understanding place value
- Carrying out sums without a calculator
- Difficulty in learning and remembering arithmetical facts
Dyscalculic pupils often show a kind of rigidity that accompanies rote application of a procedure that is not properly understood. Once the underlying mathematical concepts have been understood, the student works through a series of exercises and is encouraged to explore how the concepts are applied to mathematics.