Website 2019 Checklist

The Dyscalculia Checklist
This is an informal exercise for the teachers and parents who work with the student.
It identifies most of the key issues/behaviours that contribute to maths failure.
It enables the user to focus on these issues and give a ranking as to their level of severity
for the student. In this way it can help in building a personalised intervention plan.
There is no ‘score’ to identify dyscalculia, though, obviously the higher the score and the
more items that are a problem, and thus the more severe the learning difficulty.
A Checklist for Dyscalculia and Maths Learning Difficulties  Steve Chinn, 2019
Name ........................................................ dob ......../........../......... date ...........................
Does the learner … 1 ... not often 2 ... sometimes 3 ... always
1. Have difficulty counting objects accurately. For example, lacks the ability to make
‘one to one correspondence’ when counting objects (match the number to the object)
or does not organise objects to help monitor counting.
2. Find it impossible to ‘see’ that four randomly arranged objects are 4 without counting.
3. Have little sense of estimation for bigger quantities.
4. Reverse the digits in numbers, for example, writes 51 for fifteen or 45 for fifty-four.
5. Have difficulty remembering addition facts, which may be revealed by:

a) counting on for addition facts, for example, for 7 + 3, counting on 8, 9, 10 to
get the answer, or
b) counting all the numbers when adding, as for 7 + 3 again, count
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
6. Not ‘see’ immediately that 7 + 5 is the same as 5 + 7 or that 7 x 3 is the same as 3 x 7.
7. Find it difficult to progress from using concrete aids (fingers, blocks, tallies) to using
only numbers as symbols.
8. Find it much harder to count backwards compared to forwards

9. Find it difficult to count fluently the less familiar sequences, such as:1,3,5,7,9,11
or 14,24,34,44,54,64
10. Know only the 2x, 5x and 10x (and 1x) multiplication facts.
11. Count on to access the 2x and 5x facts
12. Manage to learn other basic multiplication facts, but then forgets them overnight
13. Make ‘big’ errors for multiplication facts, such as 6 x 7 = 67 or 6 x 7 = 13
14. Doesn’t recognise the relationships between addition and subtraction facts
15. Doesn’t recognise the relationships between multiplication and division facts
16. Use tally marks for addition or subtraction problems
17. Not group the tallies as in the ‘gate’ ( l l l l ) pattern

18. Not understand how to use place value when doing addition and subtraction
problems
19. Find it difficult to write numbers which have zeros within them, such as ‘four thousand
and twenty-one’
20. Not know, nor understand, the underlying place value concept, when multiplying and
dividing by 10, 100, 1000 and above
21. Find it difficult to judge whether an answer is right, or nearly right (closely linked to estimation
skills).
22. Find estimating impossible for:

a) addition
b) subtraction
c) multiplication
d) division
23. Forget: (these are short-term memory problems)

a) the question asked in mental arithmetic
b) instructions (which can cause the learner to be slow to start work in class)
24. Struggle with mental arithmetic (which can be a working memory problem)
25. ‘See’ numbers literally and not inter-related, for example, counts from 1 to 9, rather
than subtracting 1 away from 10.
26. Think an item priced at £4.99 is ‘£4 and a bit’ rather than almost £5.
27. Prefer to use formulas and procedures (even if difficult to retain in long-term memory),
but uses them mechanically without any understanding of how they work.
28. Forget mathematical procedures completely or in part, especially as they become more
complex, such as ‘long’ division.
29. Organise written work poorly, for example does not line up columns of numbers
properly
30. Not see and pick up patterns or generalisations, especially ones that are new or
challenge consistency, for example that 1/2, 1/3, 1/4, 1/5 is a sequence that is getting
smaller.
31. Enter data into a calculator in the incorrect sequence.
32. Find analogue clocks difficult to read and understand.

33. Think that algebra is impossible to understand.
34. Work slowly, for example, attempt less questions than his/her peers.
35. Get very anxious about doing ANY maths.
36. Show reluctance to try any maths, especially unfamiliar topics. Avoids maths.
37. Become impulsive, rather than being calm and analytical, when doing maths, rushing to
get it over with.

Website 2019 Checklist

Uploaded by

Copyright:

Available Formats

Website 2019 Checklist

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Website 2019 Checklist

Uploaded by

Copyright:

Available Formats

The Dyscalculia Checklist

It identifies most of the key issues/behaviours that contribute to maths failure.

Name ........................................................ dob ......../........../......... date ...........................

3. Have little sense of estimation for bigger quantities.

5. Have difficulty remembering addition facts, which may be revealed by:

6. Not ‘see’ immediately that 7 + 5 is the same as 5 + 7 or that 7 x 3 is the same as 3 x 7.

8. Find it much harder to count backwards compared to forwards

13. Make ‘big’ errors for multiplication facts, such as 6 x 7 = 67 or 6 x 7 = 13

17. Not group the tallies as in the ‘gate’ ( l l l l ) pattern

22. Find estimating impossible for:

23. Forget: (these are short-term memory problems)

31. Enter data into a calculator in the incorrect sequence.

32. Find analogue clocks difficult to read and understand.

You might also like