Due to the similarity of their names, many people believe that dyscalculia is a form of dyslexia. They even coined dyscalculia as the “math dyslexia,” to simplify it further.

However, that is misleading information since they are both different learning conditions.

Dyscalculia is a learning condition that makes it difficult for individuals to do tasks involving math. There is not as much information known on dyscalculia as there is on dyslexia, but that does not mean that it is an uncommon learning condition. 

It is estimated that 5 to 10 percent of the population might have dyscalculia. 

Dyscalculia vs “Being Bad at Math” 

Many people are “bad at math” but it does not mean that they have dyscalculia. If you have ever found math difficult because you do not comprehend the subject, then you might question if you have dyscalculia. However, if you did well in math your whole life but now struggle with calculus then the chances of having dyscalculia are slim.

People with dyscalculia find it difficult to comprehend math no matter how hard they try, even with simpler equations.

For those with dyscalculia, looking at a math problem can feel as if they are reading in a different language. No matter how many times they go over a certain problem, it simply does not stick. 

For example, if you are studying a brand new language, then it will take some time for you to grasp it. You will need time to get used to the different vocabulary, sentence structure, and overall phonetic language. However, in time with a lot of practice, you will get better. 

For dyscalculia people, however, that is not always the case.

Potential Signs of Dyscalculia 

There are early signs you can look out for if you or someone you know might have dyscalculia. Natural supplements such as  CBD oil are also proving popular for the potential treatment of this.

• Pre-school

  • Difficulties learning how to count
  • Has trouble connecting numbers to objects 
  • Finds it difficult to form or recognize any sort of pattern when it comes to numbers

• Primary School

  • Struggles to understand number placement once they have moved around (E.G. 1+2 = 2 +1).
  • Often confuse mathematical symbols
  • Has trouble keeping score in games 
  • Still rely on fingers to count 

• Secondary School

  • Finds it difficult to apply math to real-world concepts such as keeping score in a game or counting money.
  • Struggles with measurements.
  • Difficulties understanding information on graphs and charts.

• Adults 

  • Finds it difficult to count backward.
  • Has trouble counting backward.
  • Confuses place value.
  • Finds it difficult to make rough estimates.