How to spot difficulties with maths — and when to seek help

When a child struggles with arithmetic again and again, the parent starts to wonder — is it laziness? Lack of concentration? Or maybe something deeper? This article will help you recognise real signs and know when — and how — to seek help.

Most parents know that maths is not everyone's favourite subject. But there is a big difference between a child who says 'I hate maths' and a child who simply — cognitively — finds it hard to process numbers. Telling the two apart is the first and most important step for any worried parent.

The difference between 'does not like' and 'cannot'

A child who does not like maths is usually able to succeed when they concentrate, when the material is presented in an interesting way, or when there is a clear motivation such as a game or a reward. By contrast, a child who is on the spectrum of difficulties with number struggles even when trying with all their might — and very often. They forget things they learnt yesterday. They mix up the operations. The numbers 'jump about' in their head and do not stay where they are put.

It is important to know: difficulties do not mean a lack of intelligence. Many children with difficulties in maths excel at reading, art, sport and creative thinking. The difficulty is specific — and so the solution needs to be specific too.

Warning signs by age

Difficulties with maths do not show up the same way at every age. Here is what to watch for at each stage:

Years 1-2: counting and basic numbers

• Struggles to count backwards from 20 even after extended practice.
• Cannot compare quantities ('which is bigger — 7 or 4?') without an aid.
• Forgets the names of numbers and confuses digits (such as 6 and 9, 12 and 21).
• Difficulty understanding 'I have 3 apples and I add 2' — even with real objects.

Years 3-4: multiplication and division

• After months of learning, the times tables do not stick — even simple ones like ×2 and ×5.
• Struggles to understand that multiplication and division are inverse operations.
• Consistently makes errors in multi-step calculations, even when they know each step separately.
• Takes far longer than the class average to solve problems, which leads to frustration and withdrawal.

Years 5-6: fractions and ratio

• Cannot understand that ½ equals 2/4, even after a visual demonstration.
• Struggles to convert between fractions, decimals and percentages.
• Ongoing confusion between numerator and denominator and between the different fraction operations.
• Loses interest completely, refuses to go near worksheets, and sometimes cries before homework.

Secondary school (KS3): algebra and equations

• When numbers turn into letters — loses the thread completely.
• Struggles to solve a simple equation even when the structure has been explained again and again.
• Collapses in maths after starting secondary school, even if Year 6 was reasonable.
• Especially severe test anxiety in maths that does not appear in other subjects.

Dyscalculia — what it is and what it is not

Dyscalculia is a specific learning difficulty in maths, recognised medically and in research. It is caused by a different way in which the brain processes quantitative information — and it has nothing to do with general intelligence. According to research, about 5-7% of children worldwide are on the spectrum of significant difficulties with number, some of them with a formal diagnosis of dyscalculia.

What dyscalculia is not: laziness, lack of effort, parenting style, problems with the school. Children with dyscalculia usually try very hard — and one of the most painful things for them is that the effort does not produce results.

Dyscalculia can co-occur with ADHD, dyslexia or difficulties with auditory processing, so sometimes the full picture is complex. That is one more reason not to try to diagnose it yourself, but to go to a professional.

What a parent can do at home

Before seeking an assessment, and alongside it, there are practical things you can do at home — and some of them make a big difference:

• Short, regular practice: 10 minutes every day is far better than one hour a week. The routine creates a sense of security, and short repetitions help long-term memory.
• Positive reinforcement for the process, not the result: 'I saw that you tried again and again — that's amazing' matters far more than 'well done on the score'.
• Reduce pressure in the learning environment: not next to the television, not after a stressful day. If the child is tired or frustrated — stop and try tomorrow.
• Use visual tools: a number line, Lego bricks to represent fractions, anything that turns abstract numbers into real things.
• Do not do the homework for them: guide, ask questions, but let the child touch the material themselves.

A digital tool that can help: MathsUK offers an adaptive diagnosis that identifies exactly which topic the child is stuck on — and adjusts the level of practice accordingly. That way the child does not waste time on things they already know, and concentrates on exactly what needs strengthening.

When to seek a professional assessment

If you recognise several signs from the lists above, and they persist for more than a few months despite regular practice — it is time to act. Here is the recommended route:

1. A conversation with the class teacher: ask whether similar things are seen in class. The teacher can give a comparative, objective perspective.
2. Speak to the school's SENCO (special educational needs coordinator): the SENCO can arrange checks of vision and hearing, put support in place in school, and refer on for an assessment within the education system.
3. An educational psychology assessment: this is the formal diagnosis. An educational psychologist uses a range of assessment tools and provides detailed recommendations. Check with your school whether this can be arranged through the local authority or whether a private assessment is needed.

A professional assessment is not a failure — it is the tool that lets your child get the support they need. Many children feel enormous relief when they finally understand why things are hard for them — it takes away the feeling of 'I'm just stupid'.

Medication? Not necessarily

A question that comes up often: is there a medicine for dyscalculia? The short answer — no. There is no medication that treats difficulties with number directly. However, when attention difficulties (ADHD) are also present, appropriate medical treatment may improve concentration — and so let the child get more out of learning.

What does work: suitable teaching methods. Approaches such as explicit instruction, breaking tasks into small steps, immediate feedback and plenty of practice at the right level — all of these have been shown by research to be effective. That is why a professional assessment matters so much: it leads to teaching adjustments that change a child's life.

Success stories: yes, it is possible

A girl in Year 4 who refused to open a worksheet — after an assessment, adjustments and work with visual tools — passed her times-tables check with 90%. Not because it was suddenly easy, but because at last she was taught in a way that suited her brain.

A boy in Year 7 who had been considered 'weak at maths' all his life — after being diagnosed with dyscalculia and given a tailored learning plan, finished Key Stage 3 with reasonable grades and, for the first time, a sense of being capable.

These are not miracles — they are the results of a timely assessment, a patient approach, and parental support without comparisons and pressure. Every child can make progress — at their own pace.

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