How to Support Students with Dyscalculia in the Maths Classroom

by West Sussex GCSE Mathematics tutor, Richard Linnington

Dyscalculia is often misunderstood in schools. Many students who struggle with number are labelled as careless, slow, or lacking effort, when in reality they are facing a specific difficulty with processing and understanding numerical information. For maths teachers, this can be challenging — especially in busy, mixed-ability classrooms where time and attention are limited.

The good news is that supporting students with dyscalculia does not require entirely different lessons or lowering expectations. Small, deliberate changes to how maths is taught, practised, and reinforced can make a significant difference.

What is dyscalculia?

Dyscalculia is a specific learning difficulty that affects a student’s ability to understand numbers and mathematical concepts. Students with dyscalculia may struggle with number sense, estimating quantities, remembering basic facts, or understanding the relationships between numbers.

It is important to note that dyscalculia is not a measure of intelligence. Many students with dyscalculia are articulate, creative, and capable thinkers who find maths disproportionately difficult compared to other subjects.

Common signs of dyscalculia in secondary maths

In the classroom, dyscalculia may present in a number of ways. Students might:

• Struggle to remember basic number facts despite repeated practice
• Find it difficult to estimate or judge the size of numbers
• Confuse mathematical symbols or operations
• Lose track of steps in multi-step calculations
• Rely heavily on counting strategies long after peers have moved on

These difficulties often become more pronounced as the curriculum becomes more abstract at secondary level.

Why traditional approaches often fall short

Many maths classrooms rely heavily on speed, memory, and written procedures. Timed tests, repetitive drills, and long sets of similar questions can be particularly discouraging for students with dyscalculia. When progress is measured mainly through accuracy and pace, these students can quickly lose confidence.

This does not mean that practice is unimportant — but it does mean that the type of practice matters.

Key principles for supporting students with dyscalculia

Supporting students with dyscalculia is less about special worksheets and more about thoughtful teaching choices. The following principles are particularly effective.

Reduce cognitive load

Students with dyscalculia often struggle to hold multiple pieces of information in working memory. Reducing unnecessary cognitive load helps them focus on the core idea being taught.

This might involve breaking tasks into smaller steps, limiting the amount of information presented at once, or keeping layouts clear and uncluttered.

Emphasise meaning before procedure

Students with dyscalculia benefit from understanding why a method works before being expected to apply it fluently. Visual representations, concrete examples, and discussion are particularly valuable here.

For example, before teaching an algorithm, spend time exploring the concept using diagrams, manipulatives, or interactive visuals.

Allow thinking time

Quick-fire questioning can disadvantage students with dyscalculia. Building in deliberate thinking time and low-pressure opportunities to respond can improve participation and reduce anxiety.

Practical classroom strategies

The following strategies can be incorporated into everyday lessons without singling students out.

Use visual and interactive representations

Visuals help anchor abstract ideas. Number lines, bar models, area models, and interactive diagrams can all support understanding. Digital tools and interactive activities are particularly effective because they allow students to manipulate representations and see immediate feedback.

Build in regular, low-stakes practice

Frequent, low-stakes practice helps students revisit key ideas without the pressure of formal assessment. Self-marking tasks and instant feedback allow students to learn from mistakes without embarrassment.

For students with dyscalculia, this kind of practice is often more effective than long homework assignments.

Encourage verbalisation

Asking students to explain their thinking — verbally or in writing — can reveal misconceptions and strengthen understanding. Sentence starters and structured prompts can help students articulate ideas more confidently.

A simple routine that works

This step-by-step routine can be used when introducing or revisiting a topic:

1. Introduce the concept visually, using diagrams or interactive examples.
2. Discuss what is happening, using everyday language before formal terminology.
3. Model a worked example slowly, narrating each step.
4. Give students a small number of similar questions with immediate feedback.
5. Finish with one reflective question asking students what they noticed or found tricky.

This routine prioritises understanding and reduces the memory burden often experienced by students with dyscalculia.

Common pitfalls to avoid

Even well-intentioned support can sometimes backfire. Watch out for these common pitfalls:

• Over-relying on timed activities or speed-based rewards
• Assuming repeated drilling will eventually “fix” the difficulty
• Simplifying work so much that conceptual understanding is lost
• Removing challenge entirely, which can harm motivation and self-esteem

Support should build confidence and maintain high expectations.

Classroom quick start

If you want to make one immediate change, try this:

Choose one lesson this week and replace a traditional worksheet with a short, interactive task that provides instant feedback. Allow students to retry questions without penalty and encourage discussion about mistakes.

Small changes like this can have a surprisingly positive impact.

Final thoughts

Supporting students with dyscalculia is not about having all the answers or becoming a specialist overnight. It is about recognising barriers, reducing unnecessary pressure, and creating opportunities for understanding to develop.

With thoughtful use of visuals, structured routines, and low-stakes practice, maths classrooms can become more accessible — not just for students with dyscalculia, but for everyone.