At Yes@ Areté Learning Trust we aim to highlight the importance of effective observations and assessment to identify the underlying reason or reasons behind a maths difficulty. Not all maths difficulties are due to dyscalculia; they may stem from difficulties in other areas such as difficulties with visual perception, motor skills, memory or language.

Yes@ Areté Learning Trust training opportunities

Dyscalculia is a condition that affects the ability to acquire Mathematical skills. Dyscalculia learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures.

Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.

Dyscalculia is a heterogenic condition which affects 3-6% of the population.

Karagiannakis and Cooreman (2015) proposed a classification model of mathematical learning difficulties as:

- Core number - difficulties in the basis sense of numerosity and subitising.
- Visual-spatial – difficulties in interpreting and using spatial organisation and representation of mathematical objects
- Memory – Difficulties in retrieving numerical facts and performing mental calculations accurately
- Reasoning – difficulties in grasping mathematical concepts, ideas and relations and understanding multiple steps in complex procedures

It has been identified that 50-60% of students with dyslexia have maths difficulties. It should be noted however that 10% of students with dyslexia can be extremely high achievers in maths.

- Confusion between directional words
- Sequencing difficulties – left/ right, DOW, MOY.
- Word finding difficulties
- Ordering of figures – 92 for 29
- Difficulties remembering tables
- Needs finger marks to make simple calculations.
- Processing difficulties

**Strategies we promote: **

- Detailed assessment to identify key difficulties
- Visual prompts and resources
- Teaching maths vocabulary
- Opportunities for ‘Over Learning’
- Default strategies for arithmetic
- Understanding based teaching
- Carefully structured approach
- Encouragement of active participation
- Making maths a positive experience
- Precision Teaching

Steve Chinn's website 'Dyscalculia and Maths Difficulties'– provides clear information about maths difficulties and dyscalculia and the opportunity to access webinars and training.

The Education Endowment Foundation have produced a document that outlines 8 evidence based recommendations which are relevant to all pupils - but particularly those struggling with mathematics.

Ultimate Guide to Bar Modelling - Understand and apply the bar model from basic arithmetic to multi-step word probles (KS1/KS2)

Third Space Learning - How to Teach Telling the Time to KS1 and KS2

Dynamo Maths

Jelly James Publishers who are behind Dynamo Maths are working closely with Yes @ Areté Learning Trust to support students with specific maths difficulties.

Dynamo Maths is based on research linked to how the brain learns maths, and the key areas of:

- Prevention
- Intervention
- Remediation

Research from Oxford University shows the impact the intervention can have.

Devised by Penny Topsom Multiplication Rules is a multisensory maths game which focuses on engaging everyone in learning their tables