Dyscalculia remains one of the most misunderstood learning difficulties — often dismissed as just “being bad at math.” However, the truth is more complex.
This developmental disorder affects how the brain processes numbers, making even basic arithmetic a challenge. From early struggles with counting to adult difficulties managing money or time, dyscalculia impacts lives far beyond the classroom. Whether you are a parent, teacher, or just curious, these 20 facts about dyscalculia offer insight into the condition — and why greater awareness is long overdue.
1. Dyscalculia is a specific learning disorder in math
Dyscalculia is a neurodevelopmental condition that impairs an individual’s ability to understand numbers and perform mathematical operations. It is recognized as a specific learning disorder in the DSM-5 (APA, 2013).
2. It is not caused by low intelligence
People with dyscalculia typically have average or above-average intelligence. Their difficulty lies specifically in number-related processing, not general cognitive functioning (Butterworth & Yeo, 2004).
3. Dyscalculia affects 3–7% of the population
Estimates vary, but studies suggest that 3–7% of children and adults may have dyscalculia, making it about as common as dyslexia (Shalev et al., 2001).
4. It is often called “math dyslexia” — but that is misleading
While dyscalculia and dyslexia are both learning disabilities, they impact different cognitive domains. Dyscalculia is not a language disorder like dyslexia, although the two can co-occur (Geary, 2011).
5. Difficulty with subitizing is a key symptom
Subitizing — the ability to instantly recognize small quantities without counting — is often impaired in individuals with dyscalculia. This deficit impacts their number sense and early arithmetic learning (Butterworth, 1999).
6. Trouble with counting and skip counting is common
Children with dyscalculia often struggle to count forward and backward, skip count, or understand what number comes next or before a given number (Desoete & Grégoire, 2006).
7. Sequencing numbers is a challenge
They may mix up number sequences, have trouble placing numbers on a number line, or struggle to understand the order of operations in math problems.
8. They struggle to understand place value and magnitude
Understanding that the “2” in 25 means twenty and not just two is a frequent stumbling block. This affects addition, subtraction, and all operations requiring number manipulation (Gersten et al., 2005).
9. Telling time on analog clocks can be very difficult
Reading an analog clock involves spatial reasoning, sequencing, and understanding fractions — all areas often affected by dyscalculia.
10. Dyscalculia can affect both children and adults
While typically identified in childhood, dyscalculia persists into adulthood. Adults may struggle with budgeting, remembering PIN codes, estimating time, or calculating tips.
11. It is often hereditary
There is growing evidence that dyscalculia runs in families, suggesting a genetic component. Twin studies show significant heritability (Kovas et al., 2007).
12. It affects daily life beyond schoolwork
Dyscalculia can make everyday tasks like measuring ingredients, reading a timetable, or navigating a map difficult (Price & Ansari, 2013).
13. Visual-spatial difficulties often accompany dyscalculia
Many people with dyscalculia also struggle with spatial orientation, which affects the alignment of numbers, geometry, and interpreting graphs or charts.
14. Anxiety about math is both a symptom and a consequence
Math anxiety is common in those with dyscalculia and can exacerbate difficulties by interfering with working memory and attention during math tasks (Ashcraft & Krause, 2007).
15. It is frequently underdiagnosed
Unlike dyslexia, dyscalculia is less likely to be identified early. This may be due to societal tolerance for poor math skills or a lack of awareness among educators (Mazzocco, 2007).
16. Co-occurrence with other disorders is common
Dyscalculia often occurs alongside ADHD, dyslexia, dyspraxia, and anxiety disorders, complicating both diagnosis and intervention (Wilson et al., 2015).
17. Neuroimaging shows differences in the brain
MRI studies have shown reduced activity in the intraparietal sulcus, a region involved in numerical processing, in people with dyscalculia (Price et al., 2007).
18. Intervention must go beyond rote memorization
Teaching math facts through repetition alone is not effective. Students need structured, multi-sensory methods that build number sense and conceptual understanding.
19. Technology can help
Educational software and apps that provide visual representation and step-by-step feedback are often helpful. Tools like number lines, manipulatives, and interactive games are widely used.
20. Early intervention makes a big difference
Identifying and supporting children with dyscalculia early can greatly improve their academic outcomes and emotional well-being (Butterworth, 2005).
Edublox offers cognitive training and live online tutoring to students with dyscalculia and other learning difficulties. Our students are in the United States, Canada, Australia, and elsewhere. Book a free consultation to discuss your child’s learning needs and learn more below:
References for 20 Facts About Dyscalculia:
- American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: Author.
- Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248.
- Butterworth, B. (1999). The Mathematical Brain. London: Macmillan.
- Butterworth, B. (2005). Developmental dyscalculia. In J. I. D. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 455–467). Psychology Press.
- Butterworth, B., & Yeo, D. (2004). Dyscalculia Guidance. London: NFER-Nelson.
- Desoete, A., & Grégoire, J. (2006). Numerical competence in young children and in children with mathematics learning disabilities. Learning and Individual Differences, 16(4), 351–367.
- Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552.
- Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293–304.
- Kovas, Y., Haworth, C. M. A., Petrill, S. A., & Plomin, R. (2007). Mathematical ability of 10-year-old boys and girls: Genetic and environmental etiology of typical and low performance. Journal of Learning Disabilities, 40(6), 554–567.
- Mazzocco, M. M. M. (2007). Defining and differentiating mathematical learning disabilities and difficulties. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why Is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities (pp. 29–47). Paul H. Brookes Publishing Co.
- Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, causes, and treatments. Numeracy, 6(1), Article 2.
- Price, G. R., Holloway, I., Räsänen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17(24), R1042–R1043.
- Shalev, R. S., Auerbach, J., Manor, O., & Gross-Tsur, V. (2001). Developmental dyscalculia: Prevalence and prognosis. European Child & Adolescent Psychiatry, 9(2), II58–II64.
- Wilson, A. J., Andrewes, S. G., Struthers, H., Rowe, V. M., Bogdanovic, R., & Waldie, K. E. (2015). Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity. Learning and Individual Differences, 37, 118–132.
20 Facts About Dyscalculia was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), an educational specialist with 30+ years of experience in the learning disabilities field.
