Writing
Easy Read — Long Multiplication Difficulties in Dyscalculia
For Teachers, Tutors, Lecturers & Support Staff
Understanding the Difficulty
Some learners with Dyscalculia are confident with times tables.
They may know:
2 × 6
5 × 4
7 × 3
But when maths becomes long multiplication, the difficulty increases.
This is because long multiplication requires:
• Memory
• Sequencing
• Layout awareness
• Place value understanding
• Multiple steps at once
Learner Lived Experience Example
A learner may say:
“I’m okay with times tables, but long multiplication crosses over in my head.”
They often understand the first step (units column).
For example:
23
× 4They can do:
4 × 3 = 12 ✔️
Write 2, carry 1 ✔️
But when moving to the left side:
4 × 2 = ?
Their memory may freeze or jumble because they are thinking:
• Did I carry the 1?
• Which number do I multiply next?
• Do I add first or multiply first?
This creates confusion and anxiety.
Crossing Over Difficulty
When multiplication has more than one row, the confusion increases.
Example:
23
× 14Learners may struggle with:
• Which row to start next
• Where to put the zero
• When to add the rows
• Remembering the carried numbers
They may say:
“I don’t know which one I work on next or last.”
This is a sequencing and working memory difficulty — not lack of effort.
Why This Happens
Long multiplication uses many brain skills at once:
• Holding numbers in short-term memory
• Switching between steps
• Tracking columns
• Remembering carries
• Understanding place value
For Dyscalculic learners, this overloads processing capacity.
Support Strategies for Teachers
1️⃣ Use Grid / Box Method
Break numbers into boxes:
20 | 3
10 | 4Multiply each box separately.
This removes the “cross over” confusion.
2️⃣ Colour Code Columns
Use colours for:
• Units
• Tens
• Hundreds
This helps learners track where they are working.
3️⃣ Cover Unused Columns
Let learners cover parts not in use yet.
This reduces visual overload.
4️⃣ Step Cards
Provide a step list:
Multiply units
Carry number
Multiply tens
Add carry
Move to next row
Learners can tick steps off.
5️⃣ Allow Times Table Aids
Knowing tables is not the issue — memory load is.
Aids reduce pressure.
6️⃣ Use Calculators for Checking
Encourage:
• Attempt first
• Check after
• Review mistakes calmly
Emotional Support
Learners may feel:
• Embarrassed
• Frustrated
• Mentally “stuck”
• Slow compared to peers
Reassure them:
This is a processing difference, not intelligence.
Key Message
A learner can understand multiplication…
…but still struggle with long multiplication layout and sequencing.
Support should focus on:
• Visual structure
• Step reduction
• Memory aids
• Confidence building
Easy Read — Division & Fractions Difficulties in Dyscalculia
For Teachers, Tutors, Lecturers & Support Staff
The “Mind Barrier” Experience
Some learners with Dyscalculia describe maths as feeling like hitting a mental wall.
They may say:
“It’s like a mind barrier.”
This usually happens when maths involves:
• Too many steps
• Holding numbers in memory
• Abstract concepts
• Crossing columns
• Sequencing processes
The brain becomes overloaded and shuts down processing.
Division Difficulties
Many learners manage simple (single) division.
For example:
10 ÷ 2
12 ÷ 3
20 ÷ 5
They may use:
• Times tables knowledge
• Fingers
• Repeated subtraction
• Visual grouping
This is often manageable.
Long Division
Long division is where the barrier increases.
It requires learners to:
• Divide
• Multiply
• Subtract
• Bring numbers down
• Repeat steps
All in the correct order.
This is a heavy working-memory task.
Learners may need:
• One-to-one support
• Step charts
• Visual guides
• Calculator checking
Many avoid long division entirely without support — and that is common.
Fractions
Fractions can be another barrier area.
Some learners manage basic fractions, such as:
½
¼
¾
Especially when shown visually (pizza, cake, shapes).
But difficulties arise with:
• Equivalent fractions
• Adding fractions
• Improper fractions
• Converting to decimals
• Fraction division/multiplication
This is because fractions are abstract — they represent parts, not whole numbers.
Why These Areas Are Hard
Division and fractions require:
• Strong number sense
• Place value understanding
• Sequencing
• Working memory
• Visualisation
Dyscalculia affects many of these skills.
Support Strategies
1️⃣ Use Visual Models
Use:
• Pizza diagrams
• Fraction bars
• Counters
• Grouping objects
Seeing parts helps understanding.
2️⃣ Teach Step-by-Step
For division, use a repeat phrase:
Divide → Multiply → Subtract → Bring down
Keep it visible on the desk.
3️⃣ Allow Avoidance of Long Methods (When Appropriate)
In real life:
• Calculators are used
• Apps calculate bills
• Technology supports maths
Functional maths matters more than complex written methods.
4️⃣ Build Real-Life Links
Teach using:
• Money
• Shopping
• Cooking
• Measurements
Concrete examples reduce the “mind barrier.”
Emotional Impact
Learners may feel:
• Anxious
• Embarrassed
• Overwhelmed
• Mentally blocked
Staff should reassure learners that:
This is a recognised learning difficulty — not a personal failure.
Key Message
A learner may manage:
• Basic division
• Simple fractions
…but still need significant support with:
• Long division
• Fraction calculations
This uneven skill profile is typical in Dyscalculia.
Easy Read — Understanding Quarters Using Shapes
Step-by-Step Support for Learners with Dyscalculia
Step 1 — Start With The Whole
First, show the learner a full shape.
Example: A circle.
Explain:
“This is one whole.”
Write:
1 whole
Step 2 — Remind About Halves
Before teaching quarters, link back to halves.
Draw a line through the circle.
Now there are 2 equal parts.
Explain:
“Two halves make one whole.”
Write:
½ + ½ = 1
Make sure the learner is confident here first.
Step 3 — Introduce Quarters
Now split the circle again.
Draw another line across the first line (a cross ✚).
The circle now has 4 equal parts.
Explain slowly:
“These are called quarters.”
“A quarter means one of four equal parts.”
Write:
4 quarters = 1 whole
Step 4 — Show The Number Fraction
Point to one piece.
Explain:
“This is one quarter.”
Write:
¼
Say:
“One out of four.”
Step 5 — Count The Pieces
Point and count together:
1 quarter
2 quarters
3 quarters
4 quarters
Explain:
“When we have all 4 quarters, we have one whole again.”
Write:
¼ + ¼ + ¼ + ¼ = 1
Step 6 — Colour Activity
Ask learner to colour:
• 1 quarter
• 2 quarters (half)
• 3 quarters
• 4 quarters (whole)
This helps visual understanding.
Step 7 — Link Back To Half
Show:
2 quarters = ½
Explain:
“Two quarters make a half.”
This connects old learning to new learning.
Teaching With Other Shapes
Square
Draw a square.
Split into 4 small squares.
Each small square = ¼
Rectangle
Split into 4 equal strips.
Each strip = ¼
Triangle
Split from the centre into 3 or 4 equal parts (use visuals carefully).
Explain only when learner is ready.
Everyday Examples
Use real objects:
• Pizza slices
• Chocolate bars
• Sandwich quarters
• Cakes
Say:
“If we cut pizza into 4 slices, each slice is a quarter.”
Step-By-Step Language For Staff
Use clear phrases:
• “One whole”
• “Cut into 4 equal parts”
• “Each part is a quarter”
• “Four quarters make a whole”
Avoid complex maths language at first.
Key Learning Ladder
Teach in this order:
1️⃣ Whole
2️⃣ Halves
3️⃣ Quarters
4️⃣ Link quarters to halves
5️⃣ Move to other shapes
Do not skip steps.
Key Message
Learners may understand halves…
…but need extra visual, step-by-step teaching to understand quarters.
Shapes + colouring + counting = best practice.
Easy Read — Teaching Basic Multiplication & Division Together
Support for Learners with Dyscalculia
Why Link Multiplication and Division?
Multiplication and division are connected.
They use the same numbers — just in different ways.
Teaching them together helps learners understand maths relationships.
Start With A Simple Fact
Example:
2 × 2 = 4
Explain in words:
“Two groups of two make four.”
Turn It Into A Division Question
Now show the same numbers differently:
How many 2s are in 4?
Write:
4 ÷ 2 = 2
Explain:
“If we split 4 into groups of 2, we get 2 groups.”
Show It Visually
Draw 4 circles:
● ● ● ●
Group them into 2s:
(● ●) (● ●)
Count the groups:
1 group
2 groups
Answer = 2
Use Real Objects
Use:
• Counters
• Blocks
• Sweets
• Coins
Physically group them.
Hands-on learning strengthens understanding.
Teaching Language
Use simple phrases:
Multiplication:
“Groups of”
Division:
“How many groups?”
Example:
2 × 3 = 6
“Two groups of three make six.”
6 ÷ 3 = 2
“How many 3s are in six?”
More Examples
Example 1
3 × 2 = 6
Two groups of three? or three groups of two (show both).
6 ÷ 2 = 3
How many 2s in 6? = 3
Example 2
5 × 2 = 10
“How many 2s in 10?”
10 ÷ 2 = 5
Example 3
4 × 2 = 8
“How many 2s in 8?”
8 ÷ 2 = 4
Teaching Tip — Fact Families
Show learners number families:
2 × 2 = 4
2 × 2 = 4
4 ÷ 2 = 2
4 ÷ 2 = 2
Same numbers — different symbols.
This builds number relationships.
Why This Helps Dyscalculic Learners
It:
• Reduces memorisation pressure
• Builds logic understanding
• Links concepts together
• Uses repetition safely
• Supports visual grouping
Key Message
If a learner understands:
“2 groups of 2 = 4”
They can also understand:
“How many 2s in 4?”
Multiplication and division become connected, not separate maths problems.
Easy Read — Age-Respectful Maths Support
Supporting Learners with Dyscalculia & Maths Difficulties
Key Principle
Maths support should match the learner’s needs — not their age.
A learner may be:
• 4 years old
• 14 years old
• 40 years old
• 104 years old
If they did not receive the right teaching earlier, they may still need foundation support now.
There should be no stigma in learning at any age.
Not About Levels — About Processing
Maths difficulty is not always about “low level.”
It is about:
• How the brain processes numbers
• Learning disability impact
• Teaching style received
• Missed education support
Two learners the same age may need very different teaching approaches.
Example — Basic Addition
Maths fact:
4 + 4 = 8
Some learners memorise this.
Others need to see it.
Teaching Young Children
Use real objects.
Example:
4 teddy bears + 4 teddy bears.
Ask:
“How many bears are there now?”
Child counts:
1…2…3…4…5…6…7…8
Answer = 8
This builds number sense.
School-Based Visuals
Teachers may use:
• Bear pictures
• Counters
• Toy blocks
• Classroom objects
Visual grouping helps understanding.
Supporting Older Children & Teenagers
Using teddy bears may feel too young.
Instead use:
• Sports balls
• Phones
• Books
• Game tokens
• Money coins
Example:
4 footballs + 4 footballs = 8
Still visual — but age-appropriate.
Supporting Adults
Adults may feel embarrassed using child-style resources.
Adapt visuals to adult life:
• £/$ coins
• Work tools
• Shopping items
• Coffee cups
• Budget examples
Example:
4 coins + 4 coins = 8 coins
Same maths — respectful context.
Picture Use — Done Respectfully
Pictures should:
• Support learning
• Match age interests
• Avoid babyish tone
• Be optional, not forced
Visual learning is valid at any age.
Important Staff Message
Never assume:
“Too old for object learning.”
Instead think:
“What visual method fits this learner respectfully?”
Inclusive Teaching Mindset
Say:
“Let’s find a way that works for you.”
Not:
“You should know this already.”
Key Message
Foundation maths can be learned at any age.
Whether using:
• Bears
• Footballs
• Coins
• Everyday objects
The goal is understanding — not judgement.
Easy Read — Supporting Employees with Dyscalculia in the Workplace
Dyscalculia and Real-Life Maths
People with Dyscalculia can:
• Understand numbers in some situations
• Struggle with numbers in other situations
For example:
When you were in school, you used cubes, played shops, and practised money.
You could count and give money in role-play.
But working out change in your head was difficult.
Even today, in shops or workplaces:
Many tills are computerized.
Cards are used a lot.
Cash is still used sometimes.
People with Dyscalculia may find it hard to calculate change quickly or accurately in real life.
Why This Matters in Workplaces
The world of work is unpredictable.
Employees may not always use the same methods they learned in school.
Mental calculation under pressure can be stressful.
Without support, people may:
Feel embarrassed
Make mistakes
Lose confidence
Practical Support Employers Can Provide
1️⃣ Accessible Cheat Sheets
Provide simple, easy-to-read sheets for staff to check calculations.
Example: “If a customer gives $10 for a $6.50 purchase, the change is $3.50.”
2️⃣ Step-by-Step Guides
Show the method for giving change or doing calculations.
Can be laminated or on screen for reference.
3️⃣ Ask for Help When Needed
Employees should know it’s okay to call a manager for guidance.
No need to feel embarrassed — it is a workplace support.
4️⃣ Use Technology Where Possible
Tills or apps that calculate change
Scanners and card readers
Digital payment methods
These tools reduce mistakes and stress.
5️⃣ Respect and Understanding
Remember: difficulty is not laziness.
Employees are trying their best.
Simple support creates confidence and independence.
Key Message
People with Dyscalculia can work successfully in any job — with small, respectful adjustments.
Support is about:
Reducing embarrassment
Preventing mistakes
Building confidence
Even if school teaching used cubes or role-play, adults need practical, workplace-focused tools.
