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In 2015, 29% of 15-year-olds in the United States of America, scored deficient (in the lowest 10%) on international tests of mathematical literacy- 3 in every 10 students were below proficiency Level 2- worse than half (35) of the 69 countries tested. Only 6%, scored above 90% proficiency (Level 5), worse than 36 countries.

Source: NCES, 2016, p.23.

157 Books on Dyscalculia

The Dyscalculia Book Shop

It Just Doesn't Add Up: Explaining Dyscalculia and Overcoming Number Problems for Children and Adults by Paul Moorcraft

Why is Math so Hard for Some Children a book by Daniel Berch and Michele Mazzocco

Mindshift: Break through barriers to learning and discover your hidden potential.

A Mind for Numbers: How to learn Math and Science, even if you flunked Algebra.

Dyscalculia Stories

Dyscalculic Success Stories

DYLAN LYNN - Statistician

Paul Moorcraft - Professor, Author, Producer

Alex - Engineering Student

Barbara Oakley - Author, Professor

Dyscalculia Definitions

DSM-V: Specific Learning Disorders (SLDs) are defined in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), published by the American Psychiatric Association. "Specific Learning Disorder-- with impairment in Mathematics (315.1), Reading (315.0), or Written Expression (315.2). SLD is "a neurodevelopmental disorder of biological origin manifested in learning difficulties and problems in acquiring academic skills markedly below age level and manifested in the early school years, lasting for at least 6 months, not attributed to intellectual disabilities, developmental disorders, or neurological or motor disorders."

VIDEO: Dyscalculia Signs & Research

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Dyscalculia Experience

Adults

You're copying, "15.17" thinking or saying, "fifteen seventeen," but you write, "15.70". It sounds almost identical. You're copying, "264.69" thinking or saying, "two sixty-four sixty nine," but you write, "369.49".

"Sixty" suggested 3, you retained sixty nine, and 4, and the 9 ending, and wrote "369.49".

You can't seem to remember numbers, even important ones (multiplication tables, birthdays, dates, amounts).

When counting, you easily lose track, especially if distracted. You're overwhelmed by all of the directional sequences in long division, multiplication, arithemetic, and algebra. You struggle with visualizing, time, directions, layouts, sequences, scheduling, budgeting, figuring, procedures, and logistics.

Smart Thick Kid ~ Living with Dyscalculia by Loz Mac

Children

Young children struggle with left and right, directionality, counting reliably, number-amount associations, memory of numbers and quantitative information, memory of instructions, short-term memory (working memory), time awareness, telling time, time management, schedules, organization, sequencing, procedures for arithmetic, place value, memory of addition and multiplication facts, memory of math rules, mental arithmetic, visualization, name-face memory, visual memory, and visual-spatial discrimination, interpretation, processing, and memory. They make unconscious errors with numbers and symbols when reading, listening, thinking (reasoning), copying, writing, and speaking. When doing math, they think slowly and carefully, and operate without confidence. When tasked in their deficit areas, children may demonstrate agitation, distress, anxiety, anger, avoidance, and resistance.

Children grow into dyscalculic adults who exhibit the same problems, but become better at hiding and managing their difficulties.