Dyscalculia – A learning difficulty specific to mathematics with difficulty in:

• Understanding and doing word problems
• Sequencing information or events
• Using steps in maths operations
• Telling time
• Identifying number patterns (for example: values +/-, quantities, calculating multiplication and division of numbers etc.).

One of the early signs of dyscalculia can be difficulty with a skill called subitizing. Subitizing is the ability to look at a small group of objects and see how many there are without needing to count. Typically, people can subitize groups up to around five. After five, they may be able to subitize larger numbers if they are arranged in regular patterns – for example – it’s easier to recognise six when it is presented as two rows of three like we see on a dice than in random order.

For students with dyscalculia or any difficulties understanding maths concepts in class we use Maths-U-See multisensory blocks, fraction and percentage overlays. Again, we explicitly teach, using the CRA method.

Concrete, Representational, Abstract

We start with the Concrete (blocks, fraction overlays) so the students can SEE and FEEL what is happening. 

We move to Representational, by drawing what is represented by the blocks

And finally move to Abstract – a number in a book or on a whiteboard

By the time we get to Abstract, they have a deep understanding of what that number or number sentence represents and means, it is not just a number of a page.

Multisensory methods often highlight connections between different mathematical ideas, helping students understand how concepts relate to one another, which is crucial for building a strong foundation.

A multisensory approach can create a more supportive and less intimidating learning environment, allowing students to explore and make mistakes without fear.

Overall, multisensory math interventions cater to the diverse needs of children with dyscalculia, and math anxiety, fostering confidence and improving their mathematical skills through engaging, varied, and interactive methods.