Home Dyslexia and Other SpLDs My Child Hates Maths. But Is It More Than That?

Dyslexia and Other SpLDs

My Child Hates Maths. But Is It More Than That?

Written by Yvette Ngooi
DAS Specialist Psychologist

Your child is curious and capable but working on maths homework seems to end in tears more times than not. Your child has drilled their multiplication tables over and over but somehow the numbers just will not stick. Before you put it down to laziness, it might be worth considering dyscalculia.

Dyscalculia is a specific learning difference that makes it genuinely hard for a child to understand and reason with numbers. Children with dyscalculia often struggle not because they are not trying, but because their brains are wired differently when it comes to numerical reasoning (Butterworth, 2010). It can affect their ability to grasp basic number sense, recall math facts like multiplication tables, carry out calculations accurately, and reason with quantities. Dyscalculia is a neurodevelopmental condition, which means that a child’s difficulties stem from brain-based differences and is not caused by poor teaching, a lack of effort, or limited intelligence (American Psychiatric Association, 2022). With the right understanding and support, children with dyscalculia can thrive.

  • Numbers That Just Won’t Stick: What to Look Out For

In primary school, signs of dyscalculia can include still counting with fingers when classmates have moved on, struggling to tell the time or make sense of money, and getting confused by sequences like days of the week or months of the year. You might notice your child guessing answers seemingly at random or losing track easily when solving multi-step problem sums.

As children age, the picture shifts but the frustrations might deepen. You might notice your child being over reliant on a calculator for simple calculations, they continue to be slow in their use of multiplication tables, and difficulties with problem sums persist. Your child might dread maths class, complain of tummy aches on exam days, or say things like “I’m stupid” or “Everyone else gets it but me.” Research has found that this knock to self-esteem is one of the most significant effects of unidentified learning differences, making early awareness exceedingly important (Rubinsten & Tannock, 2010).

  • Small Shifts, Big Difference: What You Can Do at Home

You do not need to wait for a diagnosis to start helping. Weaving maths into everyday life through activities like measuring ingredients while cooking, counting change at the supermarket, reading bus schedules together, takes the pressure off the classroom and makes numbers feel far less threatening.

Let your child use tools. Fingers, manipulatives, and calculators are not cheating. They build the confidence and numerical understanding that matters most at this stage. Prioritise praising effort and thinking aloud over speed and perfection. 

It also helps to talk with your child to understand what aspects of maths they find challenging. The learning of maths is hierarchical and identifying the gaps in their foundational knowledge can aid their learning of more complex topics and their application. Children who understand themselves learn better and feel safer when asking for help.

  • When It’s Time to Take the Next Step: Getting a Formal Assessment

Consider a formal assessment if your child’s difficulties persist despite support, if it appears that the gap between their general ability and their maths performance is striking and consistent, or if their self-esteem is taking a real hit. 

DAS assesses for dyscalculia alongside dyslexia, ADHD, and other learning differences, and parents can refer their child directly without needing a referral from another professional. A formal diagnosis opens practical doors. Access Arrangements (AA), such as extra time, can be granted for national examinations including the PSLE and O-levels, based on a formal report (SEAB, 2024).

The assessment is a psychoeducational evaluation designed to identify your child’s unique profile of strengths and needs. You will receive a written psychological report with objective findings and recommendations for support. Financial assistance for assessment fees is also available for families who are eligible. 

Learning differences like dyscalculia are not a ceiling. They are a starting point for understanding. The fact that you are paying attention and asking questions already puts your child in a better position and that matters more than you might think.

Does your child continue to struggle with numbers despite the support provided at home and in school? Does maths bring on mounting anxiety or a loss of confidence? Our team of psychologists at the DAS can work together with parents and children to shed light on the cause of these difficulties. Every child learns differently and finding out just how different that is allows you to tailor the support given to them and help them thrive in school.

You can find out more about the psychological services we offer through the DAS SpLD Assessment Services.

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14(12), 534–541. https://doi.org/10.1016/j.tics.2010.09.007

Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(1), 46. https://doi.org/10.1186/1744-9081-6-46

Singapore Examinations and Assessment Board. (2024). Access Arrangements. https://www.seab.gov.sg/access-arrangements/

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