Concerned about maths?
Concerned about maths?
Concerned about maths?
Your child may work hard but still struggle to retain number facts, understand quantities, follow calculation methods or explain what they know.
Perhaps maths is beginning to affect their confidence, or you simply feel that the difficulties are more persistent than you would expect.
If you're an adult recognising these kinds of difficulties in yourself rather than your child, you may find it more helpful to go straight to Dyscalculia assessment for adults.
Your child may work hard but still struggle to retain number facts, understand quantities, follow calculation methods or explain what they know.
Perhaps maths is beginning to affect their confidence, or you simply feel that the difficulties are more persistent than you would expect.
If you're an adult recognising these kinds of difficulties in yourself rather than your child, you may find it more helpful to go straight to Dyscalculia assessment for adults.
Your child may work hard but still struggle to retain number facts, understand quantities, follow calculation methods or explain what they know.
Perhaps maths is beginning to affect their confidence, or you simply feel that the difficulties are more persistent than you would expect.
If you're an adult recognising these kinds of difficulties in yourself rather than your child, you may find it more helpful to go straight to Dyscalculia assessment for adults.
━ Indicators
What might you be noticing?
Every child’s experience is different, but you may have noticed that your child:
finds it difficult to recognise or compare quantities;
relies on counting for calculations that other children appear to recall;
struggles to remember number facts, even after considerable practice;
becomes confused by place value, calculation methods or mathematical symbols;
finds it difficult to estimate whether an answer is reasonable;
forgets methods they seemed to understand previously;
can complete a calculation one day but not know how to begin it the next;
finds it hard to explain their mathematical thinking;
becomes anxious, frustrated or reluctant when maths is involved;
appears capable in other areas but finds maths disproportionately difficult.
These signs do not form a diagnostic checklist. A child may experience some of them for many different reasons, and their difficulties may change depending on the task, the environment and the support available.
What matters is the overall pattern: what your child finds difficult, how long the difficulties have persisted and how they are affecting their learning and confidence.
━ Indicators
What might you be noticing?
Every child’s experience is different, but you may have noticed that your child:
finds it difficult to recognise or compare quantities;
relies on counting for calculations that other children appear to recall;
struggles to remember number facts, even after considerable practice;
becomes confused by place value, calculation methods or mathematical symbols;
finds it difficult to estimate whether an answer is reasonable;
forgets methods they seemed to understand previously;
can complete a calculation one day but not know how to begin it the next;
finds it hard to explain their mathematical thinking;
becomes anxious, frustrated or reluctant when maths is involved;
appears capable in other areas but finds maths disproportionately difficult.
These signs do not form a diagnostic checklist. A child may experience some of them for many different reasons, and their difficulties may change depending on the task, the environment and the support available.
What matters is the overall pattern: what your child finds difficult, how long the difficulties have persisted and how they are affecting their learning and confidence.
━ Indicators
What might you be noticing?
Every child’s experience is different, but you may have noticed that your child:
finds it difficult to recognise or compare quantities;
relies on counting for calculations that other children appear to recall;
struggles to remember number facts, even after considerable practice;
becomes confused by place value, calculation methods or mathematical symbols;
finds it difficult to estimate whether an answer is reasonable;
forgets methods they seemed to understand previously;
can complete a calculation one day but not know how to begin it the next;
finds it hard to explain their mathematical thinking;
becomes anxious, frustrated or reluctant when maths is involved;
appears capable in other areas but finds maths disproportionately difficult.
These signs do not form a diagnostic checklist. A child may experience some of them for many different reasons, and their difficulties may change depending on the task, the environment and the support available.
What matters is the overall pattern: what your child finds difficult, how long the difficulties have persisted and how they are affecting their learning and confidence.
━ Understanding the difficulty
Why might maths feel so difficult?
Persistent difficulties with maths do not automatically mean that a child has dyscalculia.
Mathematical learning draws upon many different areas of understanding. A child may have difficulty developing a secure sense of number and quantity. They may find it hard to remember or retrieve information, interpret mathematical language, organise several steps or connect a written method with what the numbers actually represent.
Previous learning experiences can also matter. Gaps in understanding, changes in teaching, pressure to work quickly or repeated experiences of getting things wrong can all influence how a child approaches maths.
For some children, the pattern of difficulty may be consistent with dyscalculia. For others, different factors - or a combination of factors - may be contributing.
The aim is not to attach a label as quickly as possible. It is to build a clearer picture of your child’s mathematical understanding, their strengths, the barriers they are encountering and the support that may help.
━ Understanding the difficulty
Why might maths feel so difficult?
Persistent difficulties with maths do not automatically mean that a child has dyscalculia.
Mathematical learning draws upon many different areas of understanding. A child may have difficulty developing a secure sense of number and quantity. They may find it hard to remember or retrieve information, interpret mathematical language, organise several steps or connect a written method with what the numbers actually represent.
Previous learning experiences can also matter. Gaps in understanding, changes in teaching, pressure to work quickly or repeated experiences of getting things wrong can all influence how a child approaches maths.
For some children, the pattern of difficulty may be consistent with dyscalculia. For others, different factors - or a combination of factors - may be contributing.
The aim is not to attach a label as quickly as possible. It is to build a clearer picture of your child’s mathematical understanding, their strengths, the barriers they are encountering and the support that may help.
━ Understanding the difficulty
Why might maths feel so difficult?
Persistent difficulties with maths do not automatically mean that a child has dyscalculia.
Mathematical learning draws upon many different areas of understanding. A child may have difficulty developing a secure sense of number and quantity. They may find it hard to remember or retrieve information, interpret mathematical language, organise several steps or connect a written method with what the numbers actually represent.
Previous learning experiences can also matter. Gaps in understanding, changes in teaching, pressure to work quickly or repeated experiences of getting things wrong can all influence how a child approaches maths.
For some children, the pattern of difficulty may be consistent with dyscalculia. For others, different factors - or a combination of factors - may be contributing.
The aim is not to attach a label as quickly as possible. It is to build a clearer picture of your child’s mathematical understanding, their strengths, the barriers they are encountering and the support that may help.
━ When to consider assessment
Would an assessment be helpful?
A specialist dyscalculia assessment may be appropriate when a child’s difficulties are persistent, significant and affecting their learning or wellbeing.
An assessment does more than decide whether a diagnostic label applies. It builds an individual picture of your child’s mathematical understanding, cognitive profile, strengths and areas of difficulty.
It may help you understand:
the nature of your child’s maths difficulties;
whether their profile is consistent with dyscalculia;
how different aspects of learning may be interacting;
what support may be appropriate at home and at school;
how your child can begin to understand their own learning needs.
Assessment is not always the first or only next step. Before deciding, it can be helpful to consider what is already known, what support has been tried and what you hope an assessment will clarify.
━ When to consider assessment
Would an assessment be helpful?
A specialist dyscalculia assessment may be appropriate when a child’s difficulties are persistent, significant and affecting their learning or wellbeing.
An assessment does more than decide whether a diagnostic label applies. It builds an individual picture of your child’s mathematical understanding, cognitive profile, strengths and areas of difficulty.
It may help you understand:
the nature of your child’s maths difficulties;
whether their profile is consistent with dyscalculia;
how different aspects of learning may be interacting;
what support may be appropriate at home and at school;
how your child can begin to understand their own learning needs.
Assessment is not always the first or only next step. Before deciding, it can be helpful to consider what is already known, what support has been tried and what you hope an assessment will clarify.
━ When to consider assessment
Would an assessment be helpful?
A specialist dyscalculia assessment may be appropriate when a child’s difficulties are persistent, significant and affecting their learning or wellbeing.
An assessment does more than decide whether a diagnostic label applies. It builds an individual picture of your child’s mathematical understanding, cognitive profile, strengths and areas of difficulty.
It may help you understand:
the nature of your child’s maths difficulties;
whether their profile is consistent with dyscalculia;
how different aspects of learning may be interacting;
what support may be appropriate at home and at school;
how your child can begin to understand their own learning needs.
Assessment is not always the first or only next step. Before deciding, it can be helpful to consider what is already known, what support has been tried and what you hope an assessment will clarify.
━ When literacy and maths overlap
When maths and literacy are both difficult
Some children experience persistent difficulties in both maths and literacy.
You may have concerns about number, calculation or retaining maths learning alongside difficulties with reading, spelling or writing. These difficulties may be separate, may interact with one another, or may reflect some shared areas of difficulty.
Where concerns are significant in both areas, a joint dyslexia and dyscalculia assessment may sometimes be appropriate. This allows your child’s profile to be considered as a whole rather than treating the difficulties as unrelated.
A joint assessment is not automatically the right choice for every child. An initial conversation can help clarify which concerns are most significant and what type of assessment is likely to provide the most useful information.
━ When literacy and maths overlap
When maths and literacy are both difficult
Some children experience persistent difficulties in both maths and literacy.
You may have concerns about number, calculation or retaining maths learning alongside difficulties with reading, spelling or writing. These difficulties may be separate, may interact with one another, or may reflect some shared areas of difficulty.
Where concerns are significant in both areas, a joint dyslexia and dyscalculia assessment may sometimes be appropriate. This allows your child’s profile to be considered as a whole rather than treating the difficulties as unrelated.
A joint assessment is not automatically the right choice for every child. An initial conversation can help clarify which concerns are most significant and what type of assessment is likely to provide the most useful information.
━ When literacy and maths overlap
When maths and literacy are both difficult
Some children experience persistent difficulties in both maths and literacy.
You may have concerns about number, calculation or retaining maths learning alongside difficulties with reading, spelling or writing. These difficulties may be separate, may interact with one another, or may reflect some shared areas of difficulty.
Where concerns are significant in both areas, a joint dyslexia and dyscalculia assessment may sometimes be appropriate. This allows your child’s profile to be considered as a whole rather than treating the difficulties as unrelated.
A joint assessment is not automatically the right choice for every child. An initial conversation can help clarify which concerns are most significant and what type of assessment is likely to provide the most useful information.
━ Learn more
Learn and listen in your own time
You may prefer to begin by learning more before deciding what support you need.
Safety in Numbers podcast
My podcast contains evidence-informed conversations and practical guidance for parents of children with dyscalculia and maths difficulties.
Episodes explore what dyscalculia is, how mathematical understanding develops, why some children struggle to retain learning and how parents can support their child without turning home into another classroom.
Maths and dyscalculia resources
You may prefer to begin by reading and learning more before deciding on a next step.
The resource section includes clear, evidence-informed information about dyscalculia, maths difficulties, assessment and support. These resources are designed to help you make sense of what you are seeing without overwhelming you with technical language or presenting every difficulty as evidence of dyscalculia.
━ Learn more
Learn and listen in your own time
You may prefer to begin by learning more before deciding what support you need.
Safety in Numbers podcast
My podcast contains evidence-informed conversations and practical guidance for parents of children with dyscalculia and maths difficulties.
Episodes explore what dyscalculia is, how mathematical understanding develops, why some children struggle to retain learning and how parents can support their child without turning home into another classroom.
Maths and dyscalculia resources
You may prefer to begin by reading and learning more before deciding on a next step.
The resource section includes clear, evidence-informed information about dyscalculia, maths difficulties, assessment and support. These resources are designed to help you make sense of what you are seeing without overwhelming you with technical language or presenting every difficulty as evidence of dyscalculia.
━ Learn more
Learn and listen in your own time
You may prefer to begin by learning more before deciding what support you need.
Safety in Numbers podcast
My podcast contains evidence-informed conversations and practical guidance for parents of children with dyscalculia and maths difficulties.
Episodes explore what dyscalculia is, how mathematical understanding develops, why some children struggle to retain learning and how parents can support their child without turning home into another classroom.
Maths and dyscalculia resources
You may prefer to begin by reading and learning more before deciding on a next step.
The resource section includes clear, evidence-informed information about dyscalculia, maths difficulties, assessment and support. These resources are designed to help you make sense of what you are seeing without overwhelming you with technical language or presenting every difficulty as evidence of dyscalculia.
━ Getting started
You do not need to have all the answers
You may already suspect dyscalculia. You may have been told that your child simply needs more practice. Or you may only know that maths seems far harder for them than it should be.
You do not need to decide what the difficulty is before getting in touch.
We can begin with what you have noticed, what your child is experiencing and what you would most like to understand. From there, we can talk through the possible next steps without pressure or obligation.
━ Getting started
You do not need to have all the answers
You may already suspect dyscalculia. You may have been told that your child simply needs more practice. Or you may only know that maths seems far harder for them than it should be.
You do not need to decide what the difficulty is before getting in touch.
We can begin with what you have noticed, what your child is experiencing and what you would most like to understand. From there, we can talk through the possible next steps without pressure or obligation.
━ Getting started
You do not need to have all the answers
You may already suspect dyscalculia. You may have been told that your child simply needs more practice. Or you may only know that maths seems far harder for them than it should be.
You do not need to decide what the difficulty is before getting in touch.
We can begin with what you have noticed, what your child is experiencing and what you would most like to understand. From there, we can talk through the possible next steps without pressure or obligation.
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