Dyscalculia, learning disorder, dyslexia, dyscalculia - you may have heard these and other terms in connection with the mathematical abilities of your precious child?

Often teachers or even other people around them talk about the topic of dyscalculia. Googling and softer research on your own are usually not very effective and have only created more confusion than providing a clean solution. Right?

Don't worry, you are not alone in this situation and help is within reach. Yes, but what exactly does this mean and how far is a dyslexia comparable to a dyscalculia? It is important to mention here that each of these terms should be considered separately. You can read more about this in our detailed FAQs at the bottom.

Dyscalculia as a child - what should be considered?
It is important to stay calm for the first time, because even if your child can be diagnosed with a possible case of dyscalculia, there is a solution for everything. At porta mundi you are in the right place, because we are not only the specialists in the area of targeted preparation for the Gymi examination, but we also have trained specialist teachers who have the necessary expertise to support you and your family in the area of dyscalculia.

We also support students with dyscalculia!
Our appropriately trained specialist teachers accompany pupils who have been diagnosed with dyscalculia. Thanks to their many years of experience as remedial teachers, the teachers pick up the children at their current level of knowledge, work on deficits and develop strategies with the pupils with the help of the appropriate subject teaching materials in order to reach a better level in everyday school life.

We also advise parents on how to deal with clarifications and the compensation for disadvantages and the associated support services in the case of diagnosed dyscalculia. If you wish, porta mundi can take over the exchange with the school or support you in parent meetings with the relevant teacher.

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The symptoms of dyscalculia are often interpreted in different ways, but it is safe to say that common symptoms of dyscalculia can be identified as follows. Children with arithmetic weakness or arithmetic disorder are often referred to as such. However, it is important to define the lack of discriminatory power accordingly, otherwise learning disorders or other signs that are attributed to affected children often arise from existing ignorance coupled with incorrect assessments. It is imperative that this unprofessional judgement or the diagnosis derived from it be evaluated and confirmed or even denied by professionals and that the diagnosis be rejected accordingly before further steps are taken for the benefit of the child. In principle, this applies to the following symptoms, a possible dyscalculia can be attested, however, as already mentioned, your child should in any case be clarified by a specialist, associated with this, appropriate measures for support can be planned and implemented for the affected children.
It is important to note that dyscalculia or a mild problem with arithmetic should never be compared to the subject of dyscalculia.
Difficulties in counting Errors in calculating/ counting in particular often like to be among other things
difficulties with children as well as later with adults.
Counting with the fingers (counting even at higher school levels)
Children are often diagnosed with counting with the help of their fingers. At the beginning of the first grades of primary school, this is considered nothing special. Often this is also referred to as arithmetic disorder. At this early stage, however, neither dyscalculia nor dyscalculia can be said to exist unless appropriate assessments have been carried out by appropriate specialists. However, if after the transition to the next level - i.e. after more than two years of schooling - your child is still using his or her fingers to calculate simple arithmetic problems by hand using his or her own 10-finger system, then this is a possible indication of an existing dyscalculia in your child.
Difficulty in understanding the transition to tens
There is also often talk of dominant problems in children's approach to the essential tens transition, especially in the area of plus and minus calculations, as the first sign of a possible dyscalculia.

Problems with place values (ones, tens, hundreds, etc.)
If your child shows further impairment in the area of basic understanding and logic of place values in the area of mathematics in relation to number processing of ones, tens and hundreds, this is a first sign of possible dyscalculia.
Only in the case of persistent difficulties ( approximately half a year) is it appropriate to call in an educational specialist.
Yes, dyscalculia is considered a congenital developmental disability. It is a specific learning disorder in the area of mathematics that usually manifests early in the age of childhood. Affected children have some difficulty understanding mathematical concepts and acquiring mathematical skills, even though they show normal intellectual development in other areas.
The exact causes of dyscalculia are not yet fully understood, but genetic factors are thought to play an important role. Studies have shown that dyscalculia is clustered in some families, suggesting a genetic predisposition. It is thought that certain gene variants may increase the risk of developing dyscalculia.
It is important to emphasise that early identification and targeted support of children with dyscalculia is crucial to improve their mathematical skills and minimise possible negative effects on self-esteem and academic performance. The support of teachers, parents and educational professionals is crucial in order to give affected children the best possible chances of successfully mastering mathematical challenges.
To be brief, yes, it is possible to successfully therapise dyscalculia. We are proud that we have already been able to successfully accompany and assist several children in the area of dyscalculia. Contrary to popular belief, dyscalculia does not "grow out over time". Therapy or treatment should be started as early as possible. The therapy will not deal with the current school material but will be oriented towards the deficits at the lowest level. A prior clarification is therefore necessary.
Parents are understandably tempted to help their children when difficulties arise. If there are indications of a dyscalculia, it is better to seek the help of a professional. This can avoid relapsing into family dramas. And what is even more important: This prevents the further practice and deepening of the unfavourable strategies and calculation methods used by the child.
Dyscalculia is the term used to describe underachievement in mathematics that cannot be explained by a general reduction in intelligence or inadequate schooling. Those affected by this developmental disorder have difficulties in dealing with numbers and the general basic understanding of arithmetic processes. This is particularly noticeable in the area of basic mathematical skills. Children find it very difficult to understand and implement important elements in the basic areas of addition, subtraction, multiplication and division. It is also often observed that children as well as adults who might have dyscalculia have considerable difficulties in understanding and implementing text tasks without direct numbers or often have no idea how to deal with the questions. The combination of numbers in text form and the corresponding questions completely overwhelm these people. For them, the world of numbers is something incomprehensible, and this is exactly where exercises are needed to build up their understanding. The main goal is to repetitively internalise the basic understanding of the world of numbers and quantities and thus lay the first foundation for a successful start in dyscalculia therapy.
However, all mathematical skills that are at a higher level of mathematical difficulty are excluded. This does not mean abilities that are related to higher mathematical capabilities such as trigonometry, differential or integral calculations. This means that if someone has problems with differential calculations or figuring out the logic of trigonometry, it can be assumed that their IQ (intelligence quotient) may be too low to understand these higher calculation processes and related concepts. A clear distinction must be made between this and dyscalculia.
In the case described above, it is therefore not possible to speak of dyscalculia.
The causes of this complex disorder are still not fully understood. Genetic, neuroscientific, psychological and social influences play a role.
The diagnosis of dyscalculia requires a comprehensive assessment by authorised specialists.
Dyscalculia is conceptually somewhat broader, it encompasses general difficulties in the mathematical area without relying on the pseudo-precise finding of dyscalculia. In practice, dyscalculia can be understood as a generic term for dyscalculia.
How do I know if my child has a maths disability?

Maths weakness in a child can be identified by several signs, including problems with counting, difficulties with basic arithmetic, confusion of mathematical symbols, slow processing of mathematical tasks, insufficient understanding of numbers and quantities, difficulties in grasping patterns and sequences, and dislike or fear of mathematics. If several of these symptoms are observed over a longer period of time, it is advisable to seek professional help from teachers or school psychologists in order to facilitate targeted support and remedial measures and to strengthen the child's confidence in mathematics

How should I deal with this as a parent (mother or father)?

As a parent, whether you are the mother or the father, it is important to be sensitive and supportive in dealing with your child's maths weakness. Here are some recommendations on how to deal with it:

Observe and show understanding: Watch for the signs of maths weakness and show understanding of the challenges your child may be facing. Patience and empathy are crucial.

Communicate with teachers: Talk to your child's teachers about the difficulties you observe. Together you can better understand the child's progress and take appropriate action to support them.
Positive attitude towards mathematics: Avoid negative attitudes or statements about mathematics. Show your child that mathematics is an important part of daily life and that it is okay to have difficulties.

Individual support: Recognise your child's strengths and encourage them. Provide individual support and encourage them to work on their mathematical skills.

Game-based learning: Integrate mathematical concepts into play-based activities and daily routines. This can help your child see maths as less intimidating.

Seek professional help: If you are concerned that your child's maths weakness is persisting or worsening, seek professional support from an educational psychologist or a specialist in learning difficulties.

Praise and encourage: Praise your child for his/her efforts and progress in mathematics, no matter how small they may be. Encourage him/her to continue to work hard and improve.

Holistic approach: Consider that maths weakness is only one aspect of your child's overall development. Be sure to encourage and support him in other areas to build his confidence and self-esteem.

Remember that every child is unique and has different needs. With your love, patience and support, you can help your child to deal with their maths disability and develop their skills to improve in maths and other areas.
In order to overcome maths weakness, parents can take several steps. These include early identification, individual support, professional help, game-based learning, visualisation of concepts, positive reinforcement, regular practice, a holistic approach, patience and collaboration with teachers. Each case is individual, but with targeted support, most children can improve their mathematical skills and build self-confidence. Our trained dyscalculia specialists would be happy to help your child too. Book your free first appointment with us today.
Introduction:
Dyscalculia is a specific learning disorder that affects children's mathematical skills. Children with dyscalculia often have difficulty understanding mathematical concepts and developing mathematical skills. Fortunately, there are specific dyscalculia therapies that aim to overcome these challenges and provide children with effective support.
Early diagnosis and individual support:
Early diagnosis of dyscalculia is crucial. As soon as problems in learning mathematical skills are identified, targeted therapy should begin. Therapists work closely with students to develop tailored programmes to meet the specific needs of each child.
Multisensory approaches:
Dyscalculia therapies often use multisensory approaches to improve children's perceptual skills. By using visual, auditory and tactile methods, children's understanding of mathematical concepts is enhanced and their processing of numbers is facilitated.
Building foundations:
The therapy focuses on the systematic building of mathematical foundations. Children with dyscalculia gradually learn to understand comprehensive concepts and develop mathematical skills. This approach enables long-term improvement in mathematical performance.
Strengthening self-confidence:
Children with dyscalculia often suffer from low self-confidence and frustration. Dyscalculia therapists promote a positive learning environment where students are encouraged to accept mistakes and improve themselves. This boosts self-confidence and belief in one's own abilities.

Integration into everyday school life:
Therapy aims to integrate what has been learned into everyday school life. Therapists work closely with teachers to ensure that the skills acquired are applied in the classroom and that children continue to make progress.

Parent partnership:
Parents play a crucial role in supporting their children. Therapists provide parents with guidance and exercises that can be done at home to reinforce what has been learned and to support therapy gains.

Conclusion:
Dyscalculia therapy offers effective and targeted support for children with dyscalculia. Through early diagnosis, individual support, multi-sensory approaches and the building of foundations, mathematical skills can be improved and self-confidence strengthened. Close cooperation with teachers and integration into everyday school life ensure sustainable progress. Parents can also play an important role by supporting their children at home. With the right therapy, children with maths difficulties can successfully overcome their mathematical challenges.