Dyscalculia

Dyscalculia is a specific learning difference related to mathematics. According to SASC (2025) a core feature of a specific learning difference in mathematics is a ‘set of processing difficulties that affects the acquisition of arithmetic and other areas of mathematics’

SASC (2025) state that ‘dyscalculia sits within a wider category of maths difficulties but is distinct from other maths SpLDs due to an enduring and extreme numerical magnitude processing’.  

Numerical magnitude processing involves the mental representation and manipulation of numerical quantities. This can be in symbolic form (like Arabic numerals: 1, 2, 3) or non-symbolic form (like dot arrays). It includes understanding cardinality (knowing “3” represents three items) and ordinality (knowing 7 comes before 8). 

Dyscalculic difficulties experienced are specific and persistent. They impact mathematical attainment and are unexpected in relation to age, education and experience. Dyscalculia is a life-long condition but may change in manifestation and severity at different stages. Most research indicates that dyscalculia affects roughly 3% to 6% of the population.  

SASC guidance (2025) states that ‘when an individual has a specific and persistent difficulty in mathematics but does not have an enduring and extreme domain-specific difficulty with numeric processing and does not meet the criteria for dyscalculia, they can be identified as having a SpLD in mathematics’. 

A SpLD in mathematics frequently co-occurs with one or more of the following: dyslexia, developmental coordination disorder (DCD/Dyspraxia) developmental language disorder (DLD) and attention deficit hyperactivity disorder (ADHD). 

Dyscalculia may present as:  

  • An inability to subitise  (see, solve and manipulate numbers in your head
  • Poor number sense  
  • An inability to estimate whether a numerical answer is reasonable 
  • Inability to notice patterns  
  • Slow processing speed  
  • Weak strategies – for example counting in 1s or counting all instead of counting on  
  • Weaknesses in both short-term and long-term memory
  • An inability to count backwards reliably  
  • Weakness in visual and spatial orientation  
  • Directional confusion  
  • Difficulties with sequences, e.g. days of the week, months of the year, alphabet, times tables 
  • Poor memory for facts and procedures
  • Difficulties in word problems and multi-step calculations 
  • Problems with all aspects of money  
  • Difficulties with learning to tell the time 

How is it diagnosed?

Dyslexia can be diagnosed by an Educational Psychologist or a Level 7 Assessor. In order to make a diagnosis psychologists and assessors will carry out a battery of assessments, that assess cognitive processes and academic attainments, whilst also taking into consideration background information and observations.  

To contact Mika our Assessment and Training Co-ordinator

Call 0207 630 3787

Email here