Dysgraphia

A Specific Learning Disorder with an impairment in mathematics (commonly referred to as dyscalculia) is a neurodevelopmental disorder characterised by persistent difficulties learning and using mathematical skills. Individuals with dyscalculia may experience challenges understanding numbers, learning arithmetic facts, performing accurate or fluent calculations, and applying mathematical reasoning.

These difficulties are significant, persist over time despite appropriate instruction, and have a noticeable impact on learning and everyday activities. With evidence-based teaching, targeted intervention, and appropriate support, individuals with dyscalculia can develop mathematical understanding, confidence, and practical skills.

Dyscalculia affects individuals differently. Common signs may include difficulty:

• Understanding what numbers represent (number sense).
• Learning to count accurately and understanding counting principles.
• Comparing which numbers are larger or smaller.
• Recognising small quantities without counting (subitising).
• Learning and recalling basic arithmetic facts.
• Understanding place value.
• Performing mental calculations.
• Learning addition, subtraction, multiplication and division.
• Estimating quantities or judging whether an answer is reasonable.
• Understanding time, calendars and schedules.
• Working with money and making change.
• Following multi-step mathematical procedures.

Children with dyscalculia may also:
• Continue to rely on finger counting long after their peers.
• Lose track when counting.
• Reverse numbers or confuse mathematical symbols.
• Take considerably longer to complete mathematics tasks.
• Avoid mathematics because it feels confusing, frustrating or overwhelming.
It is important to remember that no single sign confirms dyscalculia. Difficulties should be considered as part of a broader learning profile

There is no single test for dyscalculia. Instead, identification requires a comprehensive assessment that considers multiple sources of information, including a history of persistent mathematical difficulties, classroom performance, the individual's response to high-quality mathematics instruction and intervention, and standardised assessment of mathematical skills.

Where appropriate, cognitive assessment may also be used to better understand the individual's learning profile and to inform recommendations. The assessment also considers whether other factors, such as inadequate instruction, intellectual disability, sensory impairment, or other developmental conditions, may better explain the mathematical difficulties. A comprehensive assessment is typically completed by an educational psychologist.

If you are concerned about your child's mathematical learning, SPELD SA can provide information, guidance and practical support.

Our Advisory Service can:
• Discuss whether your child's learning profile is consistent with dyscalculia.
• Provide practical strategies to support mathematical learning at home and school.
• Explain assessment pathways and what to expect from an assessment.
• Recommend evidence-informed resources and intervention approaches.
• Direct you to appropriate services and professionals where needed.

If you have concerns about your child's mathematical development, we encourage you to contact our Advisory Service on 1800 371 085. Early identification and targeted support can make a meaningful difference to a child's confidence, learning and participation in mathematics.