Teaching Maths to Dyslexic Students: Practical Adjustments That Make a Difference
by Horsham GCSE Mathematics tutor, Richard Linnington
Dyslexia is most commonly associated with reading and writing, but its impact is felt far beyond English lessons. In maths classrooms, dyslexic students often struggle not with mathematical thinking itself, but with the way information is presented, processed, and recorded.
With a few thoughtful adjustments, maths lessons can become far more accessible — without reducing challenge or lowering expectations.
How dyslexia affects maths learning
Dyslexia can influence a student’s ability to process written information quickly and accurately. In maths, this may affect reading questions, interpreting symbols, copying information, or organising written work.
Common difficulties seen in maths lessons
- Misreading numbers, symbols, or operation signs
- Difficulty following multi-step written instructions
- Slow processing of worded problems
- Errors caused by copying from the board
- Challenges organising working clearly on the page
These difficulties can mask a student’s true mathematical understanding.
Why presentation matters so much
Many maths resources are text-heavy and visually cluttered. For dyslexic students, this increases cognitive load and makes it harder to focus on the mathematics itself.
Clear layouts, consistent formatting, and reduced unnecessary text can make a significant difference.
Practical adjustments that help
Use clear, consistent layouts
Keeping layouts predictable helps students know where to look and what to do. Avoid switching fonts, formats, or structures unnecessarily.
Reduce copying demands
Copying from the board is a common barrier. Providing printed or digital resources allows students to focus on thinking rather than transcription.
Read questions aloud
Reading questions aloud benefits dyslexic students and often helps the whole class. It removes a reading barrier and allows students to focus on interpretation.
Highlight key information
Using colour or spacing to highlight key numbers or instructions can help students identify what matters in a question.
A simple classroom routine
- Introduce the task verbally before displaying it.
- Read the question aloud once as a class.
- Identify key information together.
- Model one example clearly.
- Allow students to work independently with support.
Common pitfalls to avoid
- Assuming careless mistakes mean lack of understanding
- Overloading worksheets with dense text
- Rushing explanations or instructions
- Removing challenge instead of removing barriers
Classroom quick start
Next lesson, try providing a digital worksheet where questions are clearly spaced and students receive instant feedback. This reduces reading pressure and allows students to focus on learning from mistakes.
Final thoughts
Supporting dyslexic students in maths is largely about removing unnecessary obstacles. Clear presentation, structured routines, and thoughtful use of technology can help students demonstrate what they truly understand.