A person with dyscalculia/mathematical learning difficulties may:
Have a poor sense of number and poor estimation skills.
Have difficulty when counting backwards or in reversing any maths sequence.
Have no sense of whether any answers that they obtain are right or nearly right.
Have difficulty in remembering ‘basic’ facts, despite many hours of practice/rote learning.
Have no strategies to compensate for this lack of recall, other than relying on counting.
Not link facts or operations.
Have difficulty in understanding place value and the role of zero in our number system.
Be slow to perform calculations. (Therefore, teachers should give fewer examples. Usually this is a better adjustment than giving more time).
Have weak mental arithmetic skills. This is often created by poor short term and working memories.
Forget mathematical procedures, especially as they become more complex, for example ‘long’ division. Addition is often the default operation. The other operations are usually very poorly executed (or avoided altogether).
Avoid tasks that are perceived as too difficult and likely to result in a wrong answer. This avoids negative evaluation.
Have high levels of mathematics anxiety, usually debilitating.