Dynamo Maths is a dyscalculia specialist resource that identifies and supports children struggling with mathematics and not meeting age-related expectations.

It is renowned for its developmental online dyscalculia standardised assessment and intervention that is seamlessly interlinked.

This pioneering standardised dyscalculia tool can be used by teachers and assessors who can quickly identify children at risk of dyscalculia and reposition learning, and improve outcomes. It can be scored automatically, providing immediate results to test-takers and does not require manual scoring, which can be time-consuming and prone to errors.

Dynamo Maths is constructed around a research and evidence-based NumberSenseMMR™ developmental framework that differentiates Developmental Dyscalculia from Maths Developmental Delays. This differentiated approach allows for a targeted approach.

The assessment is developmentally appropriate for ages 6, 7, 8 and 9. It delivers a visual profile of the child’s Number Sense Development across 15 Number Strands and is signposted to a Scheme of Work that offers a targeted developmental intervention.

The intervention integrates conceptual knowledge with explicit instructions using social focus to think, model and connect ideas and concepts to make maths meaningful.

This specialist resource is centred on building foundational competencies offering both breadth and depth of sequentially structured whole number knowledge areas and rational numbers.

Dynamo Maths success lies in its developmental approach of securing foundational conceptual number skills using the validated developmental NumberSenseMMR™ framework.

No child with dyscalculia will ever go unnoticed.

1. Research and evidence-based NumberSenseMMR™ developmental framework. The University of Oxford validated the developmental framework.
2. The NumberSenseMMR™ framework identifies if the child is at risk of developmental dyscalculia.
3. The assessment and intervention are built around the developmental framework, and the process of intervention is driven by the assessment so that the child is working at their developmental level.
4. Easy to use knowledge-driven support for the teacher or assessor to quickly identify the nature of maths difficulty.
5. Interlinked graduated approach of using a step-by-step and incremental approach to identify specific areas of arithmetic, numbers, and maths needs provides a clear pathway for the interventionist.
6. A blended approach of visual models and pictorial representations to make sense of numbers.
7. Its robust in-built review process also allows for adjustments to take place.
8. Blended intervention approach of Lesson Plans, Online Activities, and Dynamic Worksheets that gives an engaging social focus for the child to have fun, think, model and explain. Within this process, the understanding of number conceptual and factual knowledge begins to unfold.
9. Blended content that is systematically arranged in small cumulative steps and builds conceptual knowledge and understanding in a structured and logical way, making it easy and intuitive to follow.
10. Blended content that also uses online models and images to visualise numbers and its many interconnected relationships.
11. Blended content that has printable resources and, where possible everyday items are used to explain number concepts and make numbers and maths meaningful without buying in additional resources.
12. Blended Content that uses Lesson Plans with explicit instructions and prompt questions making the lesson delivery easy to administer and making the conceptual understanding easy to explain.
13. Blended content that has Worksheets to observe written and procedural errors. The success and high impact of the outcomes of Dynamo Maths are in the hybrid intervention strategies.

Every child learns differently, and no two children have the same difficulty. A blended approach can increase learner engagement by providing a variety of learning experiences and opportunities for interaction and collaboration. Using a multimodal approach has been found to enhance long-term memory and learning.

A blended approach can facilitate retrieval practice, which involves bringing together  the tactile and online activities and paper and pencil recall  of learning or applying previously learned knowledge. .

The Online tools with interactive simulations,  Lesson Plans with printable resources and tactile resources and Worksheets promotes active learning through different contexts that encourage problem-solving, retrieval practice, thinking, reflection, using language to communicate ideas and collaboration.

In order to close the specific learning barriers for a child who is not meeting age-related expectations, it requires a developmental approach that engages the child at their current level of functioning. The sensory, motor and cognitive pathways do not work in isolation but in the context of the many  experiences that we  provide.

Supporting pupils with dyscalculia requires great effort, patience and time, since their difficulties are developmentally mediated and are reliant on the their developmental history rather than a topic.

The blended approach promotes multimodal learning, which involves using multiple senses and modes of learning, such as visual, auditory, and kinesthetic, to enhance cognition. Multimodal learning has been found to improve memory and retention of information.

The blended approach engages different pathways and offers the content in different contexts. It gives the interventionist a deeper insight into how the child is processing and learning numbers, maths and through this areas of struggle are quickly disclosed.

The Scheme of Work from Dynamo Assessment offers a blended and targeted approach to the Intervention consisting of:

1. Online Activities
2. Lesson Plans
3. Worksheets.

The online activities engage the child through visual models and images to support the abstract understanding of numbers and maths. The activities use audio and visual stimuli that provide an immersive experience. Corrective feedback is also modelled using online manipulatives and procedures.

The Lesson Plans are a great asset to the interventionist. It provides a social focus through which the skills of thinking, reasoning, communication, language, self-evaluation and reflection are developed. The social focus gives the child the opportunity to think aloud, talk through their thinking and take the necessary steps.

The child’s thinking guides the interventionist. A great fun and engaging way to play, learn, reason and develop thinking skills.

The Worksheets provide evidence of written errors, methods and procedures and provide additional insight into the hurdles facing the child.

Dynamo Assessments have four developmentally appropriate dyscalculia assessments for ages 6, 7, 8 and 9. This means that a typically developing age 6, 7, 8 or 9 year old will ideally have a full score.

For older children, struggling with maths and not meeting age-related expectations, the assessment baseline that will be automatically offered is for a 9-year-old.

The Dynamo Maths assessment can be used within the age range of 6 -12 year-old.

The FREE 14 day trial includes access to the Intervention. No purchase is necessary to trial the Intervention and there is no obligation or commitment.

The smart choice

To ensure that you make the most of your trial period we recommend that you purchase an assessment to see how the intervention and assessment integrates seamlessly to offer a targeted pathway based on the assessment outcomes.

To purchase the assessment and Intervention:

https://dynamomaths.co.uk/buy/

Email the Order Form to: customerservice@jellyjames.co.uk

Tel: 0203 113 2066

The adaptive dyscalculia assessment is a research and evidence-based standardised online assessment tool that will give you the starting point based on your assessment profile to enable a targeted approach to closing the gaps.

To purchase: https://dynamomaths.co.uk/buy/

The free trial of the intervention needs a starting point, and if the assessment has not been administered, a starting point for Dynamo Intervention is approximated. You can change the starting point.

Simple! The starting point can be changed from the Parent Control Panel.

Yes, it’s as simple as that. The child is guided through the sequence of interventions required for your Number Sense Developmental Profile based on the assessment.

There are other choices too!

• You can focus on particular topics to gain mastery.
• You can create your own pathway of learning.

The choice is yours!

Twenty minutes a day or three-times a week on the pathways of recommendation to the intervention from the assessment.

You will find that the Report will also guide you in reviewing the progress status and provide prompts on when to use the Lesson Plans and Worksheets.

Dynamo Maths is designed to be optimally used both as teacher-led and child-led subject to the assessment profile. To address developmental dyscalculia requires a developmental approach that engages the child at their current level of functioning.

Supporting pupils with dyscalculia requires great effort, patience and time, since their difficulties are developmentally mediated and are reliant on the their developmental history rather than a topic.

Depending on the profile of the child from the assessment, if the child is at risk of dyscalculia then we highly recommend that the program is teacher-led. The program guides you when to use a Lesson Plan, Online Activity or a Worksheet. These pathways enables the interventionist to observe the child’s patterns of learning and thinking so that the child can be guided and through this process and identifying the underlying processing difficulties.

If the profile shows maths developmental delays, then the program will guide the interventionist to the optimum pathways of Lesson Plans, Online Activities and Worksheets.

Once the conceptual knowledge of a topic is secure, the online activities can be child-led.

A dyscalculia diagnostic assessment is a comprehensive evaluation that provides a definitive confirmation as to whether a child has dyscalculia.

The full evaluation is conducted by an educational psychologist who will carry out an in-depth appraisal of the child’s mathematical abilities, including their number sense, working memory, problem-solving, and other cognitive skills related to mathematics. They will also bring into the appraisal the child’s history and medical conditions. The assessor will use a number of tests that may be online or paper-based.

It’s important to note that dyscalculia is a complex disorder, and no single test can definitively diagnose it. A comprehensive evaluation by a qualified professional, such as an educational psychologist, is usually necessary to determine if the child has dyscalculia.

A dyscalculia screener is a quick and simple tool that is used to identify individuals who may be at risk.

Screener tools are not intended to provide a definitive diagnosis, but rather to identify individuals who may need further investigation or support.

If a screener indicates that an individual may be at risk for dyscalculia, a more comprehensive evaluation or assessment may be needed.

Some dyscalculia screeners like DynamoMaths may also then take the route to link an Assessment that delivers a Plan of Work  signposted to an Intervention along with a Review process.

The Assess, Plan, Intervention and Review  process is referred to as a Graduated Approach and meets the  SEND CODE of Practice

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Screening assessments can be both qualitative and quantitative in their design.

Qualitative screening assessments use observations and subjective evaluations of an individual’s mathematical abilities. These assessments may involve:

• Interviews
• Questionnaires
• Observations of behaviour with mathematical-related tasks.

The results of these assessments are typically reported using a mixture of description summaries and scores with the aim of indicating if the individual is at risk of dyscalculia.

Quantitative screening assessments use standardised tests and scoring systems to objectively measure an individual’s number sense and mathematical abilities. Good screening assessments focus on capturing observations.

The results of these tests are typically reported using numerical scores, and profiles that indicate strengths and areas of need. Scores are compared to age-appropriate norms, research and evidence-based framework against which the assessment is constructed so as to identify if an individual is at risk for dyscalculia.

Dyslexia and dyscalculia are both specific learning difficulties that affect different aspects of cognitive function. Dyslexia primarily affects a person’s ability to read, write, and spell, while dyscalculia primarily affects a person’s ability to understand and work with numbers.

Studies have found that children with dyslexia may have difficulties with phonological processing, or the ability to recognize and manipulate sounds in words. This can make it more difficult to understand mathematical symbols and concepts based on spoken language.

While dyslexia and dyscalculia are distinct conditions, they can occur together, and children with one learning difficulty may be at increased risk for developing the other.

Similarly, children with dyscalculia may have difficulties meaningfully applying numbers, symbols and maths which can significantly affect their everyday learning tasks.

These conditions share common underlying cognitive processes, including phonological processing, working memory, and visual-spatial processing, but they also have distinct characteristics related to mathematics  and reading skills.

Interventions for dyscalculia and dyslexia should focus on addressing both reading and maths skills, as well as broader cognitive deficits such as working memory and attention. The use of multisensory and structured interventions may be particularly effective for individuals with dyscalculia and dyslexia (Vanbinst et al., 2016). Interventions for co-occurring dyslexia and dyscalculia may need to be more intensive and may need to address a broader range of cognitive deficits than interventions for either condition alone (Devine & Barth, 2019).

Children with dyslexia and dyscalculia can be supported.

No child with dyscalculia should ever go unnoticed!

Maths is made up of a number of developmental components that link together. For some pupils, the developmental components of acquiring the simple, foundational number skills is immature and their progress may be hindered due to one or more of the following factors:

1. Co-occurring difficulties such as dyslexia, dyspraxia, working memory impairments, auditory processing difficulties, sensory motor challenges, visual challenges, losing focus, inattention, impulsivity, etc. These co-occurring difficulties also vary in their levels of complexity.
2. Biological conditions determined by the pupil’s genes. Dyscalculia is associated with differences in brain structure and function, particularly in regions involved in numerical processing, such as the parietal lobe (Kaufmann et al., 2013). While the exact causes of dyscalculia are not fully understood, research has suggested that both genetic and environmental factors may play a role in its development. Dyscalculia has been found to be heritable, meaning it can be passed down genetically from parents to their children (Butterworth, 2010).
3. Sensory conditions where the sensory integrative capacity of the brain is insufficient to meet the demands of foundational maths. Educational Psychologists use Dynamo Assessment in addition to other tests to support their understanding of the pupil’s Number Sense Developmental Profile.
4. Environmental deprivation – access to schooling or relevant number developmental activities.
5. Poor teaching – mediation of how numbers have been introduced to the pupil.
6. Curriculum that is moving too rapidly – conceptual number sense development is not consolidated.
7. Early warning signs not identified and addressed using a systematic approach – preventative approach of identifying early signs to close the gaps in learning during the pupil’s formative years.

The process of supporting pupils with dyscalculia requires great effort, patience and time, since their difficulties are developmentally mediated and are reliant on the their developmental history rather than a topic.