Learning from looking closer
Learning from looking closer Math, memory, and misinterpretation part 5 Across this series, we examined four seemingly straightforward fourth-grade math questions: Checking an addition problem using inverse operations Finding the total amount of money Measuring length with a ruler Identifying a line of symmetry Each question was designed to assess an important mathematical concept—and each […]
Visual reasoning and hidden barriers in math
Visual Reasoning and Hidden Barriers in Math Math, memory, and misinterpretation part 4 At first glance, this question seems visual and intuitive: identify which figure shows a line of symmetry. But for a student with dyscalculia, this task is not just about recognizing symmetry—it requires mental folding, spatial comparison, and visual filtering, all at once. […]
Rulers, rounding, and hidden cognitive load
Rulers, Rounding, and Hidden Cognitive Load Math, memory, and misinterpretation part 3 At first glance, this problem seems simple: use a ruler, measure a picture, and give the length. But for a student with dyscalculia, this task is not just about measurement—it’s about visual alignment, spatial reasoning, scale interpretation, and rounding, all at once. In […]
Counting money and cognitive load
Counting money and cognitive load Math, memory, and misinterpretation part 2 For many students, this question appears straightforward: add up the money shown. But for a student with dyscalculia, this task isn’t simple. In this series, we’re examining how standardized math questions can unintentionally measure access barriers rather than mathematical understanding—and what we can do […]
How math feels with dyscalculia
How math feels with dyscalculia Math, memory, and misinterpretation part I For someone with dyscalculia, standardized, timed tests don’t feel like they are testing intelligence, but instead precision under pressure, visual filtering, or short-term memory, rather than the actual understanding of math concepts. This can lead to slower work speed, second-guessing, fatigue, frustration, and mistakes […]
Bridging the math gap FAQ
Bridging the math gap: What’s new in dyscalculia identification, Instruction & state action FAQ What is the difference between dyscalculia and math anxiety? Dyscalculia is a specific learning disability that affects number sense, math reasoning, and mathematical concepts. Math anxiety is an emotional response that can occur in anyone when faced with math tasks. While […]
Supporting Students with Dyscalculia: Evidence-Based Tools and Strategies
Supporting Students with Dyscalculia:Evidence-Based Tools and Strategies This blog is an excerpt from How to Identify, Screen, and Support Students with Dyscalculia, a summarization of The Transformative Potential of Early Screening for Dyscalculia, The Discounted Specific Learning Disability by Dr. Sandra Elliott and Sam Wertheim, Doctoral Candidate. Research supports early screening and applying evidence-based interventions as effective for helping […]