How Teachers Are Spotting and Supporting Dyscalculia

Math struggles in the classroom are often chalked up to lack of practice, low motivation, or a need for specialized teaching practices. But what happens when students continue to struggle with number sense, the basic operations, and mathematical reasoning despite targeted interventions? Increasingly, teachers are realizing that dyscalculia—a math learning disability—may be the missing piece.

Teachers Raising the Alarm

A captivating report in The 74 Million highlights real-life classroom observations: a fifth grader can’t read an analog clock or make change; a 13-year-old can’t distinguish that $20 million exceeds $200,000; a first grader reverses number value based on font size. These anecdotes illustrate the hallmark features of dyscalculia—persistent, profound number-processing gaps that aren’t due to lack of effort or intelligence.

Toronto teacher Mufrida Nolan reflects on moments when students struggled with place value and basic facts despite repeated explanations. She says:

“These interventions were helpful to a degree, but they lacked the specificity needed to address the unique challenges of dyscalculia, which I didn’t understand at the time.”

This refrain resonates with many: educators equipped with general differentiation strategies—breaking down tasks, using visuals, providing extra practice—often fall short when a student has dyscalculia.

Data Backed Detection

Dyscalculia is believed to affect 4–7% of students, but teacher awareness and training remain low. A 2020 survey of Nepali basic-school teachers found only minimal understanding of dyscalculia’s nature, root causes, and effective pedagogy. Even more startling, about 6.8% of their students were flagged as dyscalculic, yet teachers weren’t equipped to intervene.

Internationally, this pattern holds. A 2012 study urged teachers to increase their disciplinary knowledge—particularly about dyscalculia’s impact on academic confidence and self-esteem—while advocating for multidisciplinary research and targeted teacher training. Without this specialized insight, math difficulties may go undiagnosed or misunderstood.

Teacher Communities Forming

Thanks to growing awareness—spurred by the pandemic-era math recovery movement—teacher-led communities are beginning to form. Since 2022, educators across the U.S. and Canada have been gathering virtually in the “Overthink Tank” to share insights, resources, and research related to dyscalculia. Among these efforts stands Math for America (MfA), which has facilitated many teachers in New York City to engage in this ongoing journey.

Participating educators describe this newfound support as transformative:

Math for America Master Teacher Maureen Stewart highlights how joint learning has equipped her to see and support students beyond general interventions.
EdWeek similarly emphasizes that dyscalculia—a “severe and persistent learning disability in math”—affects 5–8% of students, but early identification is only possible when teachers know what to look for.

Classroom Strategies That Work

Teachers have begun adapting their instruction to bridge math gaps. Drawing on research and experience, they’ve found success with:

Systematic, Explicit Instruction: Much like remedial reading approaches, math instruction must be deliberately structured skills broken into micro-steps, modeled explicitly, and practiced until mastery. This method addresses students who consistently forget math facts or rely on strategies like finger counting.
Multisensory Approaches: Incorporating movement, manipulatives, number lines, and chants engages multiple brain pathways. Research supports these methods for building strong number sense and foundational math fluency.
Early Screening & Individual Support: Some districts, like New York City, have introduced universal math screeners and early identification tools. These help catch struggling students early and allow for timely, customized support.
Building Confidence: Teachers are now acknowledging how dyscalculia undermines students’ self-esteem. Integrating strengths-based instruction and reinforcing small wins helps rebuild confidence.

Institutional Barriers Remain

Despite programmatic innovations, systemic support lags behind. Cultural and structural challenges include:

Insufficient Teacher Training: Few teacher-certification programs offer even basic literacy on math learning disabilities.
Low School Priority: Unlike dyslexia, dyscalculia often lacks mandated screening or funded interventions.
High Out-of-Pocket Costs: Families frequently resort to tutoring services (at times costing $1,000/month) to supplement poorly matched school instruction.

Pathways Forward: What Teachers Want

Professional Learning: Educators are calling for more targeted, ongoing training on dyscalculia, including how to recognize its signs, administer brief screeners, and deliver evidence-based interventions.
Accessible Resources & Communities: Teacher-led networks like the Overthink Tank and Math for America are amplifying teacher voices.
Policy Support: Advocates urge districts and states to require training, fund math-disability screening, and integrate multisensory approaches into core curricula, similar to reforms in literacy education.

Teachers are the frontline in identifying and supporting dyscalculia. Once anecdotal and unrecognized, their insights are now forming a powerful catalyst for change. By naming the condition, sharing strategies, and advocating for better training and systems, educators are transforming classrooms from frustrating stumbling blocks into springboards for student success.

For change to stick, we must invest in professional development, screen early, and treat dyscalculia as more than poor math. Dyscalculia is a cognitive difference demanding specialized pedagogy. When teachers are ready and equipped, every student has the chance to truly understand math—not just endure it.

We have resources to help educators identify and intervene for students with dyscalculia. Check out our free dyscalculia screener, DySc, and access free professional learning on dyscalculia through our workshops.