ABSTRACT
The best way to help a student with dyscalculia is to learn more about it. Dyscalculics are at risk of a low sense of self-worth. They are especially sensitive to their relative standing among peers in activities – like mathematics – that are generally perceived as being solved by “clever”. As a consequence, teachers and parents struggle with the question of how to recognize whether children are facing problems in learning mathematics, how to support them and how to decide on the best methods to intervene. Not only the amount of research on mathematical learning difficulties has doubled in the last decades, but there have also been continuous efforts to build conceptual bridges connecting professionals across various disciplines. The mathematics teacher, particularly, is invited to create a “classroom culture” where children feel safe and confident to ask questions, have no time or other pressures, and are able to arrive at their own understanding of the various concepts.
