When maths is difficult
Mathematics requires a significant cognitive effort and many children find it difficult. It is important to distinguish the difficulties that may arise during learning from those that require specific assessment.
Discalculy is the term by which the specific difficulty of mathematical learning is commonly known. It can affect the numerical sense, the handling of numerical data or the calculation and coexist with learning or attention difficulties.
What We Can Observe
Some situations that deserve attention include having your fingers beyond what is expected for age and learning, having significant difficulties counting backwards or making estimates, manipulating large numbers, and choosing the operation needed to solve a problem.
Learning times tables may take unusually high effort, or a child may copy dictated numbers incorrectly or confuse mathematical signs. One sign cannot establish a diagnosis. Its persistence, the child's stage of learning and the impact on daily life all matter.
Understand the profile of each child
A complete and individualised evaluation captures personal and school history, describes difficulties and explores the cognitive functions preserved and those that need support. Family and school information helps to understand the context.
Accompanying learning and emotions
An assessment helps tailor specialist learning support. It also takes account of frustration, getting stuck or anxiety about maths, which can affect the child's experience.
The coordination between the professional and the school facilitates adapting tools, strategies and methodological measures to the needs that are being identified. The objective is to build a useful support for your day-to-day.