{"id":32219,"date":"2026-08-20T14:52:39","date_gmt":"2026-08-20T14:52:39","guid":{"rendered":"https:\/\/www.erickson.international\/?page_id=32219"},"modified":"2026-08-20T14:54:10","modified_gmt":"2026-08-20T14:54:10","slug":"dyscalculia-what-to-do-and-what-to-avoid-primary-school","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/dyscalculia-what-to-do-and-what-to-avoid-primary-school\/","title":{"rendered":"Dyscalculia: What to Do and What to Avoid – Primary School"},"content":{"rendered":"
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Dyscalculia: What to Do and What to Avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

PRIMARY SCHOOL<\/em><\/p>\n<\/div>\n


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This is a quick guide for teachers of primary school <\/strong>presenting 11 common problem situations and difficulties associated with dyscalculia<\/strong>. The guide offers suggestions<\/strong> on which approach teachers should adopt — and which must avoid — when facing with these problematic situations.<\/p>\n

Find out more!<\/a><\/p>\n<\/p><\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS <\/p>\n

Dyscalculia – What to Do and What to Avoid<\/em> is divided into 11 chapters<\/strong>:<\/p>\n

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  • He\/she has difficulty distinguishing between numbers<\/li>\n
  • He\/she as difficulty counting<\/li>\n
  • He\/she has difficulty performing mental arithmetic<\/li>\n
  • He\/she does not memorise times tables<\/li>\n
  • He\/she struggles with column calculations<\/li>\n
  • He\/she confuses units of measurement<\/li>\n
  • He\/she has difficulty with geometry<\/li>\n
  • He\/she struggles to orientate themselves in time<\/li>\n
  • He\/she does not know how to handle money<\/li>\n
  • He\/she struggles to solve mathematical problems<\/li>\n
  • He\/she has difficulty following the maths lesson<\/li>\n<\/ul><\/div>\n<\/div>\n

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    Each chapter contains<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    At the beginning of each chapter, an illustration<\/strong> introduces the problematic situation<\/strong>.<\/p>\n<\/p><\/div>\n

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    • Explanations of the behaviour<\/strong>: Why does he\/she do that?<\/em>
    • Brief and simple indications<\/strong> for deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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    A more in-depth description to reflect <\/strong>on the specific behaviour (What to keep in mind<\/em>)<\/p>\n<\/p><\/div>\n

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    Some ideas on how to intervene<\/strong> in individual classroom situations and expert’s advice<\/strong>.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n


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    Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/p><\/div>\n

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