The Limits of Traditional Grading Progress in maths in schools has been communicated through grades, percentages, and marks (Link et al., 2025; Normann et al., 2023). These numbers often become the dominant story of a student’s ability, even though they offer only a narrow snapshot of a much richer learning journey. When we consider students who are at risk of dyscalculia, meaning those who show persistent difficulties with early number concepts, counting and foundational maths skills, the limitations of grading become even clearer (Hornos-Arias et al., 2025; Lamb et al., 2024). A single number or letter cannot capture the many abilities that contribute to mathematical development, and it rarely reflects the nuanced ways children think, process and build understanding. Understanding Early Indicators of Dyscalculia Children who are at risk of dyscalculia often demonstrate subtle but important patterns (JellyJames Publishing Ltd., b; Lamb et al., 2024; Hornos-Arias et al., 2025). They…
Why Dyscalculia Awareness Should Be In Every School Improvement Plan
Why Dyscalculia Awareness Should Be In E…
When schools set out improvement plans, whether for curriculum, outcomes, or student wellbeing, they often focus on raising attainment, strengthening pedagogy, and closing gaps. Yet they rarely highlight one of the most persistent, invisible barriers to maths success: dyscalculia. But dyscalculia is not a niche issue. It’s common. It’s real. And it deserves to be a core priority led by school leadership, not left to chance. Dyscalculia is more prevalent than many schools realise Many learners struggle quietly. They repeatedly confuse place value, can’t grasp number relationships, or freeze when faced with number patterns, not because they are lazy or unmotivated, but because their cognitive processing of numbers works differently. Too often, these pupils are labelled “low ability,” asked to practice more, or given extra worksheets. That strategy misses the root cause. Without recognition or the right support, these learners continue to fall behind and lose confidence along the way.…
Repetition vs Reinforcement: A Scientific Approach to Teaching Maths
Repetition vs Reinforcement: A Scientifi…
For years, maths education has relied on a simple formula: if a learner hasn’t mastered a concept, repeat it until they can. As a science teacher and education leader, I know this approach does not work. Repetition creates short-term performance, but it rarely builds long-term understanding (Bjork & Bjork, 2011; Soderstrom & Bjork, 2015). The real key is reinforcement, informed by cognitive science and evidence-based practice. Reinforcement vs Repetition Reinforcement strengthens retention and transfer through: Spaced practice – revisiting knowledge over time (Cepeda et al., 2006) Retrieval practice – actively recalling concepts (Roediger & Butler, 2011) Interleaving – mixing problem types to deepen understanding (Rohrer & Taylor, 2007) Just as in science, where understanding why something works matters more than memorising a formula, in maths we want learners to grasp concepts, not just repeat procedures. Implications for Maths at All Levels Strong maths teaching blends procedural fluency with conceptual understanding (EEF, 2017, 2021). Leaders and teachers should ask: Are curriculum…
What the Recent Curriculum Review Means for Maths
What the Recent Curriculum Review Means…
The recent curriculum review has sparked important conversations about the future of maths teaching, assessment, and progression in England. Among the most significant opportunities within this shift is the potential to better support learners with dyscalculia and maths learning difficulties – a group too often overlooked in policy, practice and teacher training. A Positive Direction for Maths Education Recent findings highlight a move towards a curriculum that is more foundational, more flexible and more relevant to real life (National Numeracy, 2025; Department for Education, 2025). Key themes include: A stronger emphasis on securing core number foundations, not just “enough to pass the exam” (DfE, 2025) Modular, “bankable” maths qualifications that recognise progress in steps rather than an all-or-nothing GCSE resit (National Numeracy, 2025) Greater focus on real-world numeracy such as applying maths to life and work, including financial literacy (DfE, 2025) Recognition that repeated compulsory GCSE resits are not working for all learners, especially…
Why Dyscalculia Awareness Must Become a Leadership Priority in Education
Why Dyscalculia Awareness Must Become a…
For over a decade, the education sector has made powerful strides in recognising and supporting neurodiversity, but there is one learning difference that remains largely overlooked, misunderstood, and under-resourced: dyscalculia. If we are serious about building inclusive schools, workplaces, and systems, dyscalculia can no longer sit in the shadows of dyslexia. As leaders, we have a responsibility to shift the narrative, influence policy, and raise the standard of support for every learner. And that starts with acknowledging the uncomfortable truth: Dyscalculia is one of the least understood learning differences in the UK – and our lack of awareness is costing learners far more than grades. The Leadership Gap: Awareness is Not Yet Action Awareness of dyscalculia has increased in recent years, but leadership understanding has not yet translated into systemic change. Where dyslexia now benefits from widespread recognition, assessment pathways, and clear classroom strategies, dyscalculia is still frequently reduced to: “maths difficulty” “lack…
Fidelity as a Compassionate Commitment to Interventions
Fidelity as a Compassionate Commitment t…
At the heart of Dynamo Maths lies a powerful commitment: to provide a structured and effective intervention for children at risk of dyscalculia. This promise is only fully realised when interventionists embrace fidelity—a steadfast adherence to the programme’s carefully designed framework. Dyscalculia is a significant difficulty in processing numbers, rebuilding foundation skills, and strengthening the process’s capacity. The commitment within Dynamo Maths to support children at risk of dyscalculia is underpinned by its unique, research-driven approach to unlock potential, harness multiple skills and strengthen capacity. Without fidelity, progress can be slower, gaps can remain unaddressed, and the transformative power of the intervention may be diminished. Fidelity is not merely about following steps; it’s about honouring a process of intellectual commitment and sensitivity to rebuild foundational skills systematically while nurturing the student’s functional, emotional and cognitive development. It is the process of relationship building through to-and-fro conversations. It embraces a spirit…
Supporting KS2 and KS3 with Dynamo Maths: A Guide for Teachers and SENCOs Based on EEF Recommendations
Supporting KS2 and KS3 with Dynamo Maths…
The Education Endowment Foundation (EEF) provides valuable recommendations to strengthen mathematics teaching at KS2 and KS3, helping educators establish a solid mathematical foundation for all pupils. Dynamo Maths is designed to support these goals, offering tools and resources that align with EEF strategies. This blog explores how Dynamo Maths addresses these EEF recommendations, supporting teachers and SENCos in creating effective and engaging maths interventions for young learners. Key EEF Recommendations and Dynamo Maths’ Approach 1. Use Assessment to Build Upon Pupils’ Existing Knowledge and Understanding EEF stresses the importance of understanding where each pupil is starting from, using assessment to tailor instruction to their current knowledge and skill level (EEF, 2021). Dynamo Maths dyscalculia assessments are integral to the seamlessly linked assessment and intervention. It begins with a review of the pupils’ current functioning through a Student Profile analysis that all stakeholders (teachers, parents, external providers) contribute to providing their perspective and observations of…
How Language Development Influences Maths Learning
How Language Development Influences Math…
The Intersection of Language and Maths In my work with children who face significant and persistent challenges with numbers, I have also encountered many with equally notable struggles in understanding and using language. Some of these children have language disorders that make it difficult for them to comprehend maths symbols and the language in the questions. Others struggle to find the right words to express what they know. I found that their vocabularies tend to be smaller and more restricted than what is typical for their age, and they often have trouble constructing grammatically correct sentences. I am particularly intrigued by the connection between speech and language development and dyscalculia, a significant learning difficulty related to arithmetic. Could there be an overlap between these developmental challenges? By better understanding these overlap in difficulties we may be able to develop effective intervention strategies to support children struggling in both areas, leading…
Understanding and Supporting Individuals with Dyscalculia
Understanding and Supporting Individuals…
It’s heartening to acknowledge the recognition of Dyscalculia Awareness Day. Over the past two decades, our understanding of dyscalculia has evolved significantly. I remember when the concept of subitising gained prominence, highlighting a pivotal area of focus. It’s truly gratifying to witness the dissemination of subitising knowledge throughout primary schools. There was a prevailing belief that maths difficulties stemmed from a singular brain region. It was surprising to observe a uniform intervention approach for all children grappling with maths challenges – a one-size-fits-all method. During my school visits, I noticed a spectrum of maths difficulties, each child exhibiting unique behaviours, almost like a class of individuals. Precision teaching became instrumental in fostering automaticity, tailoring interventions around improving outcomes based on surface behaviours. However, while the process of automaticity may have delivered correct paper-based or verbal responses, maths was not meaningfully understood. Pockets of specialists led the work on dyscalculia –…
Supporting Children with Mathematics Learning Difficulties
Supporting Children with Mathematics Lea…
In this blog post, I will summarise the research by Dr. Ann Dowker, St. Hilda’s College, University of Oxford; Esmeralda Zerafa, PhD Student, University of Malta into Supporting Children with Mathematics Learning Difficulties: An Intervention Programme with primary school children (2017) Outline to the research: Over the course of eight weeks, the researchers wanted to discover: Do the participants show any improvement in the Dynamo Assessment after 8 weeks of following Dynamo Intervention? If subjects have improved, what has contributed to this improvement? Which components have improved and therefore are most malleable? Is there a difference between the progress made in the components intervened upon and in those not intervened upon? Participant Selection: The participants were selected with the help of the classroom teachers. All the participants were identified as struggling with maths. The sample size selected was composed of 10 participants. 5 were selected as the intervention group. The…
The overlooked challenge of dyscalculia – An insight for SENCos
The overlooked challenge of dyscalculia…
Dyscalculia, often overshadowed by its more recognised counterpart, dyslexia, deserves our urgent attention. Dyscalculia isn’t just about the occasional difficulty with numbers but a persistent and specific difficulty with arithmetic. The overlooked challenge of dyscalculia – An insight for SENCos Dyscalculia, often overshadowed by its more recognised counterpart, dyslexia, deserves our urgent attention. Dyscalculia isn’t just about the occasional difficulty with numbers but a persistent and specific difficulty with arithmetic. In a society heavily reliant on data and numerical literacy, tasks we consider routines, such as giving directions, reading a clock, or following a recipe, can evoke considerable anxiety for those grappling with dyscalculia. What is dyscalculia? Dyscalculia is a specific and persistent difficulty with arithmetic and in understanding and applying numbers. It’s a complex maths difficulty that can lead to various challenges. Dyscalculia can occur singly but often co-occurs with other specific learning difficulties and medical conditions. The impact…
Maths Challenges in 7-11 Year-Olds
Maths Challenges in 7-11 Year-Olds
Maths Challenges in 7-11 Year-Olds In this article I summarise the case study carried out by Dr Ann Dowker, Department of Experimental Psychology, Oxford University; Karima Esmail, Dynamo Maths BSRLM: British Society for Research into Learning Mathematics Date: 04 March 2017, into dyscalculia and developmental delays in components of mathematics in 7‐to‐11‐year‐old children using The Dynamo Assessment. What Is The Dynamo Assessment? The Dynamo Assessment represents an online tool designed to assess the componential aspects of mathematics, as articulated by Dowker (2005). Developed within the framework of NumberSenseMMR™, Dynamo Assessment serves to identify specific developmental mathematical components that may pose challenges for children under three main groups of tests. It breaks down maths into individual components, identifying the processing challenges for each child which could be attributed from interdependent factors such as; biological condition, co-occuring difficulties, motor and sensory processing barriers, environmental deprivation, poor teaching and the child’s unique contribution…
Navigating the Complex And Invisible Landscape of Dyscalculia
Navigating the Complex And Invisible Lan…
Within the intricate tapestry of educational challenges, few hurdles are as subtle and challenging as dyscalculia. Distressingly, even at the tender age of 6, learners who express negative attitudes towards mathematics might hear adults respond with, “It doesn’t matter, look where I am today and I was never good at maths either.” Should it be acceptable to have 4 Million people desperately seeking assistance due to an outbreak that impairs cognitive abilities and hampers the grasp of basic numbers? Mathematics illiteracy is presently causing and will persist in significantly hindering both present and future generations. In the UK, over 4 million individuals are at risk of dyscalculia, a complex maths difficulty. This complex difficulty often hides in plain sight on the faces of children, rich and poor, who muster the strength to memorise number facts but cannot carry out simple tasks of giving the right amount of coins when purchasing sweets…
Can DiGeorge syndrome and dyscalculia co-exist?
Can DiGeorge syndrome and dyscalculia co…
DiGeorge syndrome, also known as 22q11.2 deletion syndrome, is a genetic disorder caused by a missing piece of chromosome 22. It can cause a range of physical and developmental differences, including an increased risk of learning difficulties such as dyscalculia. Research has shown that individuals with DiGeorge syndrome may experience challenges with mathematics related tasks. Studies have found that individuals with DiGeorge syndrome tend to have weaker visuospatial skills, which can make it more difficult to understand geometric concepts and mental maths. Individuals with DiGeorge syndrome may also experience challenges with working memory, which is an essential cognitive function for performing maths calculations. Working memory allows us to hold information in our minds temporarily and manipulate it as needed, such as when we need to perform mental arithmetic. DiGeorge syndrome itself may not directly cause dyscalculia, it can increase the risk of developing maths related learning difficulties. Early diagnosis and…
Can Duchenne Muscular dystrophy (DMD) and dyscalculia co-exist?
Can Duchenne Muscular dystrophy (DMD) an…
Duchenne muscular dystrophy (DMD) is a genetic disorder that affects the muscles and is caused by a mutation in the dystrophin gene. While DMD primarily affects the muscles, it can also impact cognitive function, including maths-related abilities such as dyscalculia. Research has shown that individuals with DMD may experience challenges with mathematics-related tasks that require working memory, spatial awareness, and problem-solving skills. Overall, while DMD itself may not directly cause dyscalculia, it can increase the risk of developing maths related learning difficulties due to the impact it can have on cognitive function. Children with DMD and dyscalculia can be supported. No child with dyscalculia should ever go unnoticed! https://www.duchenneuk.org/ I am Karima Esmail, and I actively engage in raising awareness of dyscalculia, helping SENCOs and teachers reframe their approach to maths challenges. I have 15 years of experience as a senior lecturer at the University of Hertfordshire. More recently, I…
Turners syndrome and Dyscalculia can they co-exist?
Turners syndrome and Dyscalculia can the…
Turner syndrome is a genetic disorder that affects females and is caused by a missing or partially missing X chromosome. This can result in a variety of physical and developmental differences, including an increased risk of learning difficulties such as dyscalculia. Research has suggested that girls with Turner syndrome may have difficulty with mathematics-related tasks. Some research tudies have found that children with Turner syndrome tend to have weaker visuospatial abilities, which can make it more challenging to understand spatial relationships and perform mental maths. Children with Turner syndrome may also experience challenges with working memory, which is an essential cognitive function for performing calculations. Working memory allows us to hold information in our minds temporarily and manipulate it as needed, such as when we need to perform mental arithmetic. Overall, while Turner syndrome itself may not directly cause dyscalculia, it can increase the risk of developing maths-related learning difficulties.…
Developmental Language Disorders (DLD) and Dyscalculia can they co-exist?
Developmental Language Disorders (DLD) a…
Developmental language disorder (DLD) affects approximately 1 in 14 children in kindergarten. It is a communication disorder that interferes with learning, understanding, and using language. The language difficulties are not explained by other conditions or the lack of exposure to language. Individuals with DLD demonstrate poorer performance, specifically in tasks that involve greater verbal demands. DLD can affect a child’s speaking, listening, numeracy, reading, and writing. DLD is a risk factor for learning difficulty since problems with basic language skills affect classroom performance. Difficulties with language comprehension can make mathematical word problems challenging. While DLD primarily affects a person’s ability to understand and use language, dyscalculia primarily affects a person’s ability to understand and work with numbers. Children with dyscalculia may have difficulties meaningfully applying numbers, symbols and maths, which can significantly affect their everyday learning tasks. Children with DLD and dyscalculia can be supported. No child with dyscalculia should…