This course is FREE with an Online Subscription

Course Description

Dyscalculia is sometimes referred to as 'the mathematical equivalent of dyslexia'. It is believed to be as common as dyslexia yet few teachers are aware of its features, its impact or strategies they could use to support students who struggle with maths because they have this specific learning difficulty.

dyscalculia illustration

This course helps teachers to identify dyscalculic students and to understand the difficulties typically experienced by these students. It provides opportunity to learn about and trial strategies and resources that can be used in supporting dyscalculic students.

The course will be of interest to all primary school teachers and to those secondary Maths teachers interested in helping students to address specific deficits that limit their progress.

Secondary school teachers please note:

Dyscalculia impacts number sense and BASIC computation. Consequently, this course does not deal with higher level mathematical thinking. In Module 7 you can read a blog on supporting a secondary school student with dyscalculia which may be of particular interest to you. 



  • Primary school teachers - new and experienced
  • Early Secondary school Maths teachers and SEN teachers


Teaching Standards

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:   Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.

$  329 + GST - Individual Enrolment
$1250 + GST - Team Enrolment

FREE with  Online Subscription

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Do you teach in NSW? If so, this is relevant to you:

Completing Dyscalculia: The Dyslexia of Maths will contribute 4.5 hours of NSW Education Standards Education Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/Early Years Learning Framework, addressing standard descriptor 1.6.2 from the Australia Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.


Course curriculum

  • 1


    • Welcome to Dyscalculia: The Dyslexia of Maths?

    • Course Objectives

  • 2

    Module 1: Maths Experiences

    • Experiences With Maths

    • Reflections

  • 3

    Module 2: Defining Dyscalculia - Its Characteristics and Impact

    • A Basic Overview of Dyscalculia

    • Defining Dyscalculia

    • Dyscalculia and the Brain

    • My World Without Numbers -Video - OPTIONAL

    • Indicators of Dyscalculia

    • Indicators of Dyscalculia - list

    • Order of Operations- Case Study video and task

  • 4

    Module 3: Assessment Tools for Identifying Dyscalculia

    • Screening for Dyscalculia

    • The Interview

    • Screening in Early Childhood - OPTIONAL (Target Audience: P-2 teachers)

    • A Specific Test for a Specific Disability

    • Other Online Screeners

    • Non-Electronic Screeners

    • Teacher-Made Assessment Tools - OPTIONAL (Target Audience: Schools with limited funds)

    • Assessment Tools Reflection

  • 5

    Module 4: Number Sense and Counting - Helping Students to Visualise Numbers

    • Number Sense

    • Visualising Numbers

    • Estimation and Counting

    • Number Worlds - OPTIONAL (Target Audience: Support Teachers)

    • Developing Number Sense - ACTIVITY

    • Dot Card Ten Frame Activities

  • 6

    Module 5: Calculation and place value - using manipulatives

    • Addition

    • Addition Square

    • Subtraction

    • Increasing Accuracy - ACTIVITY

    • Place Value

    • Shape Math - OPTIONAL

    • Programs Ideal for Students who have Dyscalculia

  • 7

    Module 6: Multiplication and Division - Reasoning From Key Facts, The Area Model and Using Technology to Develop Fluency

    • Ma and Pa Kettle Do Maths - OPTIONAL

    • The Concept of Multiplication

    • The Multiplication Square

    • Learning Multiplication Facts

    • Online Multiplication Games - OPTIONAL

    • The Concept of Division

    • Reflection Task

  • 8

    Module 7: Problem Solving and Time

    • Solving Worded Problems

    • Understanding and Telling Time - OPTIONAL

    • Problem Solving and Time Reflection

  • 9

    Module 8: Reflection and Action

    • Accommodations a school should make

    • Action Plan - OPTIONAL

    • Action Plan Template

    • Further Reading - OPTIONAL

  • 10

    Course Feedback

    • Conclusion and Reflection

    • Course Feedback


Shirley Houston

Shirley Houston

Shirley has a Masters degree in Special Education and has been teaching in the area of Special Needs for 30 years. She has taught in government and independent schools, primary and secondary, universities and TAFE. Shirley has also taught in several states of Australia and in the U.S. Her particular interests are specific learning difficulties, early childhood, education of young gifted children and literacy. She loves travel, reading and music.

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