A research-based guide for teachers
Recognising and managing dyscalculia risk in the classroom
3–7% of school-age children have a mathematics learning difficulty. Prolonged finger counting, place value that never settles, times tables that never automatise are not coincidences but screenable cognitive signs. This guide brings together classroom screening, differentiation and response-to-intervention approaches.
A three-tier flow for your class
- 01
Systematic screening
Screen the whole class with Numap; a risk map against Turkish norms is generated automatically. The quick screeners on this site are for individual use in grades 1–5.
Numap school dashboard ↗ - 02
Classroom differentiation
DokunSay's seven free tools (rods, place value, fractions, clock, integers, geometry, data) are built for CRA teaching. No installation.
DokunSay tools → - 03
Targeted intervention
Galaksay provides individualised modules for at-risk pupils, 3–4 × 15–20 min a week, with adaptive difficulty and misconception reports.
Galaksay →
Classroom observation patterns
If several of the behaviours below persist for at least 3–6 months and clearly below the peer average, a comprehensive assessment is recommended.
Grades 1–2
- Simple addition and subtraction never become fluent; fingers recounted for every sum.
- Uncertain grasp of tens and ones; place value ignored.
- Marked deviation when placing quantities on a number line.
- Long-lasting difficulty reading clocks; hour–minute distinction not settled.
- Inconsistent matching of numerals and number words (transcoding errors).
Grades 3–5
- No automatisation of times tables; recalculation on every query.
- Column misalignment and lost "carries" in written procedures.
- Inability to pick the right operation in word problems (problem representation difficulty).
- Sharp performance drop as working-memory load rises.
- Intense anxiety before maths; avoidance, diverting attention.
The key distinction: motivation or capacity?
Low maths performance can stem from language difficulty, attention problems, absence, anxiety, motivation or dyscalculia. Classroom observation alone does not discriminate; norm-based screening and specialist assessment are needed (Mutlu & Akgün, 2017).
Response to Intervention: three tiers
≈ 80%
Tier 1 · Whole-class teaching
CRA-based instruction with concrete materials and multiple representations for all pupils; regular monitoring.
≈ 15%
Tier 2 · Small-group support
3–4 sessions of 20–30 minutes a week for at-risk pupils; DokunSay tools and step-by-step problem guides.
≈ 3–5%
Tier 3 · Intensive individual intervention
For non-responders, an individualised education plan with specialist, guidance centre and family collaboration.
RTI is not a diagnostic tool; a diagnostic decision always requires multi-source assessment.
Principles of differentiated instruction
- 1
Concrete–Representational–Abstract
Present every concept first with objects, then visual representation, finally symbols; do not rush transitions.
- 2
Multi-sensory coding
Present the same concept in object, visual and symbol layers together; DokunSay is built on this principle.
- 3
Reduce working-memory load
"External memory" strategies: step-by-step guides, visual cues, noting intermediate values.
- 4
Graded difficulty, frequent feedback
Start from what the pupil can do; give confirming and corrective feedback at every step.
- 5
Anxiety-sensitive pedagogy
Process-focused feedback that nurtures trial and error; no punishment.
- 6
Co-occurrence awareness
Dyslexia, ADHD and language difficulties often co-occur: short instructions, visual support, attention exercises.
Frequently asked
Am I allowed to diagnose?
A class teacher does not diagnose; they observe and refer. Diagnosis requires specialist assessment.
How should I approach an at-risk pupil?
Without labelling, with shared tasks and graded support. Involve the family and build a joint support plan.
When does intervention show results?
With targeted, systematic work the first changes appear within 4–6 weeks; lasting change takes 6–12 months.
How do I talk to parents?
Share observations with concrete examples and no labels; avoid blaming language and set up a collaborative frame.
Support your class on a scientific footing
Group screening with Numap, differentiated support with DokunSay and Galaksay, and a certified training programme for teachers.