Why Your Child Deserves a Dyscalculia Specialist Who Truly Understands How Their Brain Learns
- Susan Ardila
- 7 days ago
- 19 min read
A Parent Guide to Choosing Effective, Neuro-Informed Math Support
Few things are more unsettling for a parent than watching a bright child slowly begin to believe they are “just bad at math.”
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You see how hard they try.
You see the frustration building.
You see the confidence slipping.
And at some point, many parents find themselves quietly wondering:
"What if math is something my child will never truly understand?"
If you have had that thought — even briefly — you are far from alone.
Dyscalculia is one of the most misunderstood math learning differences — which is why many students go unsupported for far too long.
But before that fear settles in too deeply, there is something I want you to know immediately:
Dyscalculia is not a motivation problem.
It is an access problem.
Students with dyscalculia are not incapable of learning math. Their brains simply process numerical information differently. When math is taught in ways that do not align with that processing style, even highly intelligent, hardworking students can appear stuck.
Not because they aren’t trying.
Not because they aren’t capable.
But because the pathway to understanding has never been made clear.
And I want to pause here for a moment to say something many parents don’t hear often enough:
Your child is not lazy.
You did not cause this.
And no — you did not “miss something.”
You have been making the best decisions you could with the information you were given, just like any thoughtful parent would.
Let’s take a breath together.
Because when we correctly identify the problem, we finally gain the power to choose the right kind of help.
When math becomes accessible, something remarkable happens — students stop bracing themselves for failure and start allowing themselves to engage. The tension around homework begins to ease. Small wins appear where discouragement once lived.
And perhaps most importantly…
students begin to question the story they have been telling themselves about what they are capable of.
After years of working with dyscalculia learners — from elementary students to adults preparing for the GED — one pattern has become unmistakably clear:
Students with dyscalculia can absolutely learn math. They simply must be taught in ways their brains can process.
Once that shift occurs, progress often follows more naturally than parents ever expected.
But this is exactly where many families unknowingly take a wrong turn.
Because the first solution most parents pursue is tutoring.
Which leads us to one of the most important conversations we need to have.
Do Students With Dyscalculia Need Specialized Tutoring
One of the most common questions parents ask — often with understandable hesitation — is this:
"Won’t this just be more tutoring?"
It’s a fair question, especially if your child has already spent months, or even years, receiving extra help with little meaningful progress to show for it.
So let me answer you as clearly as possible:
Traditional tutoring increases exposure.
Specialized dyscalculia instruction changes access.
And that distinction is not subtle — it is foundational.
Most tutoring models are built on the assumption that students simply need material retaught, additional repetition, or more t`ime on task. For many learners, that support is beneficial.
For parents trying to navigate their options, understanding the distinction between a traditional tutor and a dyscalculia specialist can be incredibly clarifying. I explore this decision more deeply in Private Dyscalculia Specialist vs Tutoring Center.
But dyscalculia is not primarily a repetition problem.
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It is a processing difference.
When most people hear the term dyscalculia, they assume it means a child struggles with math.
The reality is far more neurological.
Dyscalculia affects how the brain interprets numerical relationships — including quantity, magnitude, spatial organization, sequencing, and working memory. Skills that develop intuitively for many learners often require far more deliberate cognitive effort for these students.
Many families are surprised to learn that dyscalculia does not present the same way in every child. In fact, it often shows up in distinct cognitive patterns — something I explain in depth in my framework, The Nine Hidden Faces of Dyscalculia™.
As a result, even seemingly straightforward math tasks can feel disproportionately demanding.
This is often where confusion begins — for students and parents alike.
Because many of these children are exceptionally bright.
I cannot tell you how many times I hear:
"She’s so smart — we don’t understand why this is so hard."
"He explains things beautifully out loud."
"You would never guess he struggles."
And they’re right.
Intelligence has never been the issue.
The issue is that the brain is being asked to process numbers in ways that are inefficient for how it is wired.
Over time, this mismatch can lead students to internalize a painful — and wildly inaccurate — belief:
"Maybe I’m just not a math person."
Left unchallenged, that belief often becomes far more limiting than the learning difference itself.
Let me be very clear about something I want every parent to understand:
Dyscalculia is not a reflection of your child’s potential.
It is an indication that their brain requires a different instructional pathway.
Giving traditional tutoring to a student with dyscalculia is a bit like assigning more reading to a child who cannot see the page clearly. No matter how motivated that child may be… no matter how diligently they practice…
progress will remain limited until the underlying barrier is addressed.
Practice is powerful — but only when the brain understands what it is practicing.
Most of my students do not need more effort.
They need instruction that finally makes sense.
And when math is presented in ways that align with how their brain processes information, something remarkable begins to happen.
Students hesitate less.
They take more risks.
They recover faster from mistakes.
And gradually — often sooner than parents expect — math begins to feel possible.
But this type of transformation is never accidental.
It requires an approach intentionally designed around how dyscalculic learners build mathematical understanding.
Families seeking this level of specialized support often begin by exploring my dyscalculia services to determine whether the approach is the right fit for their child.
After years of working closely with students across a wide range of cognitive profiles, one truth became impossible for me to ignore:
Students were not failing math.
Math instruction was failing to meet their brains where they were.
I knew there had to be a more precise, more humane, and more neurologically aligned way to teach these learners.
That realization ultimately led to the development of what is now known as:
The MindBridge Math Mastery Pathway™
A structured, neuro-informed framework created to close the gap between how math is traditionally taught and how dyscalculic learners actually learn.
Because meaningful progress begins when instruction aligns with cognition — not the other way around.
Through this pathway, students are guided through a carefully supported progression:
Resistance → Supported Engagement → Emerging Confidence → Independent Mastery
At first, many students arrive guarded. Some are openly frustrated, while others have quietly disengaged as a form of self-protection.
But when instruction becomes tangible, responsive, and cognitively aligned, the shift is unmistakable.
Students begin attempting problems they once avoided.
They trust themselves a little more.
Confidence starts to take root.
Over time, this framework has shaped not only how I teach, but how I believe dyscalculia support should be approached more broadly — with greater neurological awareness, instructional precision, and deep respect for how differently the mathematical brain can develop.
Many of the strategies used within this pathway are also reflected inside the MindBridge Resource Vault, allowing families to extend this neuro-informed approach into everyday learning.
This transformation is so consistent that I have come to think of it as a defining moment in a learner’s journey.
I call it:
The Math Identity Shift™`
The point at which a child moves from believing,
"I’m bad at math."
to realizing,
"Wait… I can actually do this."
When math identity changes, performance follows.
This shift is not accidental. It is the natural result of instruction that finally aligns with how the brain learns.
And once that alignment occurs, the changes parents observe are often both immediate and profound.
The Quiet Crisis in Math Intervention
For decades, math difficulty has largely been treated as a practice problem.
If a student struggles, the solution is typically more repetition, more review, and more instructional time.
And while this approach can be effective for many learners, it often misses the mark for students with dyscalculia.
Because dyscalculia has never been an effort issue.
It is an access issue.
When the brain processes numerical information differently, increasing exposure without changing the instructional pathway can unintentionally prolong frustration rather than resolve it.
This is not a failure of the student.
And it is not a failure of the parent.
It is a misunderstanding of the problem itself.
When we misunderstand the problem, we often prescribe solutions that keep hardworking students stuck.
The encouraging news is this:
Once math is taught in ways the brain can organize and retain, progress no longer depends on endurance alone — it becomes far more natural and sustainable.
And that is precisely where specialized instruction begins to change the trajectory.
What Changes When Dyscalculia Is Taught Correctly
When instruction finally aligns with how a dyscalculic brain processes numbers, the shift is often both academic and deeply personal.
Parents sometimes come in hoping for higher test scores — which is completely understandable. But what they frequently notice first is something far more meaningful:
relief.
Relief in their child.
Relief in their home.
Relief in themselves.
Because when math begins to make sense, the emotional weight surrounding it starts to lift.
While every learner’s journey is unique, there are several changes I see with remarkable consistency when students receive specialized, neuro-informed instruction.
An Emotional Shift Comes First
Long before grades improve, something quieter — and far more powerful — begins to happen.
Students who once avoided math start approaching it with less hesitation. The visible tension softens. The nightly battles over homework often diminish.
For many learners, that tension has been building quietly for years — often without being recognized as math anxiety.
Many parents tell me the same thing:
"Math doesn’t feel like a fight anymore."
And for a child who has spent years bracing for failure, that emotional exhale is transformative.
Confidence Built on Understanding — Not Reassurance
True confidence does not grow from being told, “You’re smart.”
It grows from experiencing success.
When math begins to make sense to them — not just which steps to follow — their self-trust begins to strengthen. They rely less on constant validation and more on their own reasoning.
Over time, this creates a sturdier academic identity — one that extends well beyond math.
Because a child who learns, “I can figure this out,” rarely limits that belief to a single subject.
Mastery That Actually Holds
For many students with dyscalculia, one of the most discouraging patterns is how quickly new learning seems to disappear.
A concept makes sense one day… and feels completely out of reach the next.
When instruction is designed appropriately, that cycle begins to break.
Instead of fragile understanding, students develop knowledge that stays with them. Skills build more steadily. Progress stops feeling temporary.
And for the first time, math starts to feel dependable rather than unpredictable.
Real-World Math Fluency
Math was never meant to live only on worksheets.
When students begin recognizing math in everyday contexts — estimating a grocery total, calculating a tip, comparing prices, managing time — numbers start to feel useful rather than abstract.
I often remind parents:
Math confidence accelerates when students recognize it belongs to their real life — not just a worksheet.
These small, practical wins accumulate quickly. And with each one, the question shifts from “When will I ever use this?” to “Oh… this actually makes sense.”
Individual Pacing That Honors How the Brain Learns
There is no universal timeline for cognitive growth.
In specialized dyscalculia instruction, teaching adapts to the learner — not the other way around.
If one explanation doesn’t land, the pathway shifts.
No rushing.
No labeling.
No quiet assumption that the student is the problem.
Just responsive teaching designed for lasting understanding.
Because the goal is never speed.
The goal is durability.
When understanding deepens, confidence stops being something we try to build — and becomes something students naturally carry.
Before Specialized Support — and After
While transformation rarely follows a perfectly predictable timeline, the contrast families observe is often striking.
Aspect | Before Specialized Tutoring | After Neuro-Informed Instruction |
Student Attitude | Avoids math, shuts down quickly | Approaches problems with growing willingness |
Emotional Climate | Homework tension, frustration | Noticeably calmer learning experience |
Confidence | Dependent on reassurance | Increasingly self-directed |
Understanding | Relies on memorization | Develops genuine conceptual clarity |
Daily Life | Sees math as irrelevant | Begins applying math naturally |
Sense of Potential | Limited by repeated struggle | Expands as success becomes familiar |
The first change parents typically notice is not the grade.
It is the relief.
And from that relief, progress accelerates.
But these outcomes are not accidental. They are the product of a very intentional kind of teaching — one that differs significantly from conventional tutoring models.
Which raises an important question:
What does truly specialized dyscalculia tutoring actually look like?
What Elite Dyscalculia Tutoring Actually Looks Like
Not all tutoring is created with the dyscalculic learner in mind.
And while many tutors are skilled educators, specialized support requires a deeper understanding of how numerical processing develops — and where it can break down.
Over the years, several non-negotiable principles have emerged in my work. Together, they form the instructional backbone of effective dyscalculia intervention.
Strategic Spiral Instruction
Concepts must be revisited with purpose.
Not because a student “wasn’t paying attention,” but because the brain benefits from repeated, varied exposure as neural pathways strengthen.
Spiral instruction ensures that learning is layered rather than fragile — allowing students to build new skills on foundations that are truly secure.
Hands-On, Tangible Learning
Numbers cannot remain abstract for learners who struggle to internalize quantity.
Effective instruction makes math visible and touchable through multisensory experiences that translate symbolic language into something the brain can grasp.
When students can physically interact with mathematical ideas, comprehension deepens dramatically.
And once ideas are understood concretely, abstraction becomes far less intimidating.
Infinite Instructional Adaptability
If a student does not understand a concept after several explanations, the answer is not more pressure.
It is a different pathway.
Elite dyscalculia instruction is inherently flexible — adjusting in real time to meet the learner’s cognitive needs.
Because when teaching is responsive, students no longer feel like the problem.
They feel supported within the process.
Rapport Before Rigor
Students do not learn well when they feel exposed, rushed, or ashamed.
A psychologically safe environment is not a luxury — it is a prerequisite for cognitive engagement.
When students trust that mistakes are part of learning rather than evidence of failure, they become far more willing to take the intellectual risks that growth requires.
In many ways, rapport is the quiet engine that drives academic progress.
Session-to-Session Precision
True intervention is never random.
Each session builds intentionally on the last — reinforcing emerging skills, addressing lingering gaps, and adjusting the trajectory as understanding evolves.
There is constant diagnostic awareness guiding the work beneath the surface.
Because effective teaching is not just about delivering content.
It is about continuously interpreting how the learner is responding.
Students with dyscalculia absolutely can learn math — they simply haven’t been taught in ways their brain understands.
And when they are?
What once felt impossible often becomes achievable.
Sometimes sooner than anyone expected.
What the First 90 Days Typically Look Like
Beginning specialized dyscalculia support often brings a mix of relief and uncertainty for parents. Most are wondering the same thing:
"What actually happens once we start?"
While every learner’s path is individualized, the first several months tend to follow a thoughtful and highly intentional progression designed to create both emotional safety and academic traction.
Comprehensive Understanding Before Instruction
Effective intervention begins with clarity.
This phase may include reviewing prior evaluations, examining academic history, informally assessing numerical reasoning, and observing how the student approaches problem-solving in real time.
The goal is not simply to identify what the student cannot do — it is to understand why the breakdown is occurring.
Because once the source of the difficulty becomes visible, instruction can finally become precise.
Rapport That Lowers the Brain’s Threat Response
Before meaningful cognitive work can occur, students must feel psychologically safe.
Many dyscalculia learners arrive carrying quiet academic bruises — the result of repeated confusion, correction, or comparison. Establishing trust early allows the nervous system to settle, which in turn frees the brain to engage.
Students begin to recognize that this is a space where they are seen, supported, and allowed to learn without embarrassment.
And when that realization takes hold, resistance often softens faster than parents expect.
Establishing a True Baseline
Once trust is forming, a clearer picture of the student’s current mathematical landscape begins to emerge.
Not just grade-level expectations — but functional understanding.
Where is quantity secure?
Where does reasoning falter?
Which concepts are fragile?
Which are ready to support new learning?
This baseline becomes the instructional compass, ensuring that time is spent building foundations rather than repeatedly patching gaps.
Targeted Instruction That Builds Early Momentum
Early sessions focus on creating attainable success — not artificial ease, but meaningful progress the student can feel.
Concepts are introduced in ways that align with how the brain processes information, allowing students to experience something many have not felt in quite some time:
competence.
Small wins accumulate. Hesitation decreases. Effort begins to feel productive rather than draining.
Parents often notice subtle changes first — a little less dread before homework, a bit more willingness to try.
These are important signals.
Because confidence rarely arrives all at once; it grows through repeated evidence that success is possible.
By the end of this early phase, students are typically no longer asking, “Am I bad at math?”
They are beginning to wonder,
"Maybe I can learn this after all."
And that shift opens the door for far deeper academic growth in the months that follow.
Let’s Talk About Progress — Honestly
One of the most responsible conversations any specialist can have with a family is about expectations.
Understandably, many parents want to know how long improvement will take. They are eager to see relief for their child and stability for their household.
But progress in dyscalculia intervention is not linear — and it is never one-size-fits-all.
Some students gain traction quickly once instruction aligns with their learning profile. Others require more time for foundational concepts to solidify before acceleration becomes visible.
What matters most is not the speed of progress, but the strength of what is being built.
Fast progress is exciting. Sustainable progress is life-changing.
I was reminded of this in a particularly memorable case involving an adult learner who came to me performing at approximately a fourth-grade math level with one clear goal: passing the GED.
When she asked how long it might take, I answered honestly — I could not responsibly estimate. Quietly, I suspected the journey might span a couple of years.
She passed within one.
Not because we rushed.
Not because we skipped steps.
But because once math was presented in ways her brain could organize and retain, forward movement became far more natural.
Experiences like this are powerful — but they are not promises, nor are they predictors. Every learner brings a unique cognitive profile, emotional history, and readiness for change.
This is why ethical dyscalculia specialists avoid guaranteeing timelines or dramatic short-term results.
Real progress is built, not manufactured.
And when it is built well, it tends to extend far beyond improved grades.
Students develop resilience.
They approach challenges with greater willingness.
They begin to trust their own thinking.
Perhaps most importantly, they stop defining themselves by what once felt impossible.
For families navigating dyscalculia, that shift is rarely just academic.
It is deeply personal.
And it is entirely within reach when the right support is in place.
How Parents Can Quietly Accelerate Progress
While specialized instruction does the heavy lifting, the home environment plays a meaningful supporting role in a child’s growth.
The good news is that parents do not need advanced math knowledge to reinforce progress. In fact, the most powerful support often happens in small, everyday moments rather than structured academic practice.
Reinforce Without Recreating School
If your child is participating in sessions that can be revisited — whether through notes, recordings, or strategy summaries — occasional review can help strengthen emerging understanding.
Not by reteaching the material, but by allowing familiarity to build.
Even brief exposure helps the brain recognize, “I’ve seen this before.”
And familiarity reduces cognitive strain.
Let Math Live in Real Life
One of the fastest ways to normalize math is to let it appear naturally throughout the day.
You might ask your child to estimate a grocery total before checkout, calculate a tip at a restaurant, compare prices, or determine how much time is needed before leaving for an activity.
These moments are not tests. They are invitations.
When math is experienced as a practical life tool rather than a performance task, resistance often fades.
Over time, students begin to internalize something powerful:
Math is not just something I survive at school — it is something I can use.
Protect Emotional Safety
Perhaps the most valuable gift a parent can offer a dyscalculia learner is emotional steadiness.
Progress accelerates when students are allowed to learn without urgency, comparison, or visible frustration from the adults who love them most.
This does not mean lowering expectations. It means anchoring them in patience.
Children tend to borrow their emotional cues from the adults around them. When parents remain calm and confident in the process, students are far more likely to do the same.
Support does not need to be loud to be effective.
Often, the quiet consistency of a regulated environment is what allows deeper learning to take root.
If you would like additional guidance, structured tools, and parent-friendly supports designed specifically for dyscalculia learners, you can explore the MindBridge Resource Vault — a curated collection created to help families reinforce progress between sessions without overwhelming their child.
How to Recognize a True Dyscalculia Specialist
Choosing the right support can feel weighty — because it is. The quality of instruction matters enormously when a child learns differently.
While many tutors are dedicated professionals, specialized dyscalculia intervention requires a distinct combination of training, instructional insight, and diagnostic awareness.
Understanding what to look for can help families make this decision with greater clarity and confidence.
Green Flags That Signal Specialized Expertise
A Working Knowledge of Dyscalculia and Numerical Processing
Look for someone who understands not only math content, but how mathematical cognition develops — including the ways it can differ for neurodivergent learners. Effective instruction begins with this awareness.
Multisensory, Conceptual Instruction
Students benefit when abstract math is translated into experiences the brain can organize. Instruction should emphasize meaning and relationships, not just worksheets and procedural drills.
Diagnostic Starting Points
Intervention should begin with thoughtful assessment, whether formal or informal, so teaching is guided by evidence rather than assumption.
Instruction That Adapts
No single method works for every learner. Skilled specialists adjust their approach fluidly in response to how the student is processing information, session by session.
Respect for Individual Timelines
Be cautious of anyone promising rapid grade-level catch-up. Meaningful learning is built, not rushed - and it's worth the time required..
Red Flags Worth Paying Attention To
Guaranteed timelines or dramatic claims
Learning differences do not operate on a preset schedule.
A primary focus on homework completion
Finished assignments can mask fragile understanding. True progress requires deeper conceptual development.
One-size-fits-all instruction
Students with dyscalculia often need multiple entry points into a concept. Instruction should adapt accordingly.
Skipping the assessment phase
Teaching without understanding the learner is rarely effective.
One Question Every Parent Should Consider Asking
"What happens when my child still doesn’t understand after several explanations?"
The answer often reveals more about a provider than any credential list.
Because true specialists do not run out of strategies — they shift pathways until learning becomes accessible.
Students with dyscalculia are fully capable of developing mathematical understanding.
What they require is instruction designed for how their brains learn.
And when that alignment is present, progress stops feeling uncertain — and starts feeling expected.
Frequently Asked Questions
When families begin exploring dyscalculia support, many of the same thoughtful questions tend to surface. Below are answers to the concerns I hear most often — offered with both honesty and reassurance.
Does dyscalculia tutoring really differ from traditional math help?
Yes — in both structure and intention.
Traditional tutoring typically focuses on reviewing classroom material, increasing repetition, and helping students complete assignments. While this can be helpful for many learners, dyscalculia requires a more specialized approach.
Effective dyscalculia instruction centers on how the brain processes numerical information. Concepts are built in ways the learner can organize, retain, and apply — rather than temporarily memorize.
The goal is not simply more practice.
It is meaningful access.
How long does it usually take to see progress?
There is no universal timeline.
Some students begin showing noticeable shifts once instruction aligns with their learning profile. Others require additional time for foundational concepts to stabilize before acceleration becomes visible.
Both paths are normal.
What matters most is not the speed of improvement, but the strength of what is being built.
Fast progress is exciting. Sustainable progress is life-changing.
Is a formal diagnosis required before starting?
A formal diagnosis can provide valuable clarity, but it is not always necessary to begin. Instruction can be guided by a student’s demonstrated needs while families pursue evaluation if appropriate.
Starting support earlier often prevents frustration from deepening and helps students rebuild confidence sooner.
If you are unsure whether your child may be showing indicators, you may find it helpful to begin with the Dyscalculia Screener.
Will my child ever like math?
This is one of the most tender questions parents ask — and understandably so.
Many students who arrive feeling defeated gradually become more willing to engage once math begins to make sense. Anxiety softens. Avoidance decreases. Small successes begin to accumulate.
Over time, it is not uncommon to see a student move from “I hate math” to something far quieter but far more powerful:
"I think I can do this."
And from that belief, openness grows.
Liking math is not forced. It emerges naturally when understanding replaces confusion.
How can I support my child between sessions?
You do not need to become the teacher at home.
Instead, look for small opportunities to let math appear naturally in everyday life — estimating totals while shopping, calculating time before leaving the house, comparing prices, or reasoning through practical decisions.
Equally important is emotional steadiness. When parents remain calm and confident in the process, children tend to borrow that same sense of security.
Support does not need to be elaborate to be effective.
Consistency matters far more.
Is specialized dyscalculia support worth the investment?
For many families, the value extends well beyond improved academic performance.
When students begin to understand math, they often experience a broader internal shift — approaching challenges with greater resilience, trusting their thinking, and seeing themselves as capable learners.
That kind of growth influences far more than a report card.
It reshapes what students believe is possible for themselves.
Why does dyscalculia look so different from child to child?
This variability is exactly why I developed The Nine Hidden Faces of Dyscalculia™ — to help parents better recognize their child’s learning pattern and pursue support that actually matches how their brain works.
When the Right Support Changes Everything
If you are reading this, there is a good chance you have already spent time searching for answers — trying to understand why your bright, hardworking child continues to struggle with something that appears to come easily to others.
It can be unsettling to watch confidence erode. To see effort go unrewarded. To wonder whether the gap will continue to widen.
But learning differences do not define a child’s ceiling.
More often, they signal that the pathway simply needs to be adjusted.
When instruction aligns with how a student’s brain learns, something shifts. Math begins to feel less threatening. Avoidance gives way to cautious engagement. Understanding starts to replace guesswork.
And with understanding comes confidence — the durable kind that supports not only academic growth, but a healthier relationship with learning overall.
You are not behind for seeking the right help now.
Your child is not broken.
And this challenge is not insurmountable.
With thoughtful, specialized support, students with dyscalculia can develop strong mathematical foundations and a far more hopeful sense of their own capability.
The future tends to look different once a learner realizes:
"I am capable of understanding this."
If You’re Ready for the Next Step
Book a consultation to thoughtfully map out your child’s needs and determine whether specialized support is the right fit.
Download the Dyscalculia Tutor Vetting Checklist for additional clarity as you evaluate your options.
Still have questions? You are always welcome to reach out. Thoughtful questions are encouraged — and every one is read with care.
Because the right support does more than improve math.
It changes what students believe is possible for themselves.
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.
Butterworth, B. (2019). Dyscalculia: From science to education. Routledge.
Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552.
Dehaene, S. (2011). The number sense: How the mind creates mathematics. Oxford University Press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248.
National Center for Learning Disabilities. (n.d.). Dyscalculia overview.
International Dyslexia Association. (n.d.). Understanding dyscalculia.
About the Author:
Ms. Susan Ardila, M.Ed. is a certified educator and trained educational clinician specializing in dyscalculia, multisensory math instruction, and executive function support. She is the founder of MindBridge Math Mastery and creator of The MindBridge Math Mastery Pathway™ and The Nine Hidden Faces of Dyscalculia™ frameworks. Susan works with neurodivergent learners worldwide, helping students rebuild mathematical foundations and develop durable academic confidence.
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