Is my child just "bad at maths"?

What dyscalculia actually means

If you've searched for dyscalculia online, you've likely come away more confused than when you started. There are different sources, different definitions and some of them even seem to contradict each other. This episode explains why that is, and gives you the definition most assessors in England work from. I set out what dyscalculia is, how it sits within the broader picture of specific learning difficulties (SpLD) in maths and why the distinction between the two is important for seeking the right support. I also explain what numerical magnitude processing is, why it's the foundation dyscalculia difficulties sit on and what that looks like in practice. We cover: * Why definitions of dyscalculia vary so much, and the different frameworks (DSM-5, WHO, SASC) behind that variation * The specific differences between a ‘Specific Learning Difficulty (SpLD) in Maths’ and ‘Dyscalculia’, and why SASC describes both as "equally debilitating" * What numerical magnitude processing actually means and why our sense of quantity has much older evolutionary roots than school maths * The specific areas dyscalculia can show up in such as naming and ordering numbers, estimation, place value and counting * Why maths-specific language and vocabulary add another layer of difficulty on top of the numbers themselves * A practical framework for observing what's actually going on for your child, whatever label does or doesn't apply yet There's a practical takeaway at the end, and a companion guide to help you put it into practice with your own child. Companion guide: https://learn.aedds.co.uk/cgsu [https://learn.aedds.co.uk/cgsu] Reference: Lorenzi, E., Kobylkov, D., & Vallortigara, G. (2025). Is there an innate sense of number in the brain? Cerebral Cortex, 35(2). Next episode: Why homework becomes a battle – why this is often one of the most exhausting parts of having a child who struggles with maths, and what might help.

Is my child just "bad at maths"?

"I was never any good at maths." "He just doesn't have a maths brain." "I'm just bad at it." This episode takes that phrase apart to consider where it comes from, what it actually covers up and why it does more damage than we tend to notice. I look at why "bad at maths" isn't a description of a child, but a verdict that closes down the search for what's actually going on. And I talk about what happens once a child believes it: how the goal shifts from understanding maths to simply surviving it, and the strategies children develop to manage that. We cover: * Why nobody is born bad at maths, and what's really happening when difficulties start to emerge * The idea of a fixed mindset versus a growth mindset, and why "bad at maths" is a fixed mindset applied to an entire subject * What's usually hiding underneath the label – maths anxiety, working memory pressure, or a missed concept further back * The coping strategies children develop once they've accepted the label, from hiding finger-counting to reading a teacher's tone instead of the maths itself * Why the language you use, especially when you're tired or worried, matters more than most parents realise * Practical changes to the way you talk about maths at home, including one small word worth adding to your vocabulary There's a practical takeaway at the end, and a companion guide to help you put it into practice with your own child. Access the companion guide here: https://learn.aedds.co.uk/cgsu [https://learn.aedds.co.uk/cgsu] Next episode: What dyscalculia actually means.

Why won't maths facts stick?

If your child understood something perfectly last night and can't remember it this morning, this episode explains exactly what's happening, and why more repetition isn't the fix. In this episode I look at why times tables and number facts often refuse to stick for children with a specific learning difficulty in maths, including dyscalculia. It comes down to working memory, and how information does (or doesn't) make its way into long-term memory. We cover: * Why some children have to rebuild a fact from scratch every time, rather than simply recalling it * What working memory actually is, and why it fills up faster for some children than others * Why understanding in the evening can disappear by morning, and what that has to do with consolidation * Why drilling times tables often doesn't work for these children, and what to do instead * What genuine fluency means (it isn't speed) There's a practical takeaway at the end, and a companion guide to help you put it into practice with your own child. Access the free companion guide here: https://learn.aedds.co.uk/cgsu [https://learn.aedds.co.uk/cgsu] Next episode: Is my child just 'bad at maths'? This is a phrase I want to take apart carefully, because I think it does more quiet damage than people realise.

Why maths is so difficult for some children

If you've ever sat next to your child during maths homework and wondered Why is this so hard for them? then this episode is a good place to start. In this first episode, I want to step back from labels and diagnoses and start with the question most parents are already asking: why is maths so hard in the first place? The answer is more complex than you might expect, and understanding it changes how you see what's happening for your child. We cover: * Why maths places such heavy demands on the brain and what that actually means * The role of number magnitude, working memory, and consolidation * How other learning differences (dyslexia, ADHD, dyspraxia) can make maths harder even when maths isn't the primary difficulty * Why anxiety builds and how it gets in the way * What your child's behaviour around maths might be telling you There's a practical takeaway at the end, and a companion guide to help you hold on to what we've covered and think it through in relation to your own child. Companion guide: available here. [https://learn.aedds.co.uk/cgsu] Links mentioned: * The Dyscalculia Network's Jenga Effect: available here [https://dyscalculianetwork.com/what-is-the-jenga-effect/]. Next episode: Why maths facts don't seem to stick, and why repetition so often isn't the answer parents expect.

Trailer

A short introduction to me and what you can expect from Safety in Numbers. I look forward to releasing my episodes soon.