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 **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.