We have often discussed the ‘Matthew effect’ in dyslexia. This phrase is used to describe the ever-widening gap in reading skills that develop from the small gap which might exist very early in life. However, I had not thought of this in terms of dyscalculia or maths difficulties until Daniel Ansari made a passing comment as part of the Dyscalculia awareness day, organised by the wonderful Cat and Rob at the Dyscalculia network
The Matthew effect is certainly not uniform across all students or contexts. Factors like teaching methods, access to resources, and individual differences can play a role. A fact provided by Brian Butterworth at the Dyslexia and Dyscalculia show in March 2024, and which supports this, is that of those born in Singapore, 10% have difficulties with maths. But, a whopping 90% of those born in the Dominican Republic have maths difficulties!
The attainment gap in maths for disadvantaged primary aged pupils in England was brought home to me in the recent Guardian article: https://www.theguardian.com/education/2024/mar/04/disadvantaged-pupils-further-behind-in-maths-since-covid-english-study-finds
This gap is getting bigger, bigger than it was before COVID-19. As with literacy, the early advantages can snowball: students who grasp initial mathematical concepts easily can approach more challenging opportunities and gain positive reinforcement, solidifying their understanding. This can lead to them progressing faster than those who struggle initially. While those who struggle face frustration and disengagement, with the building blocks not being secure before the class attempts to build on them in more advanced topics. The pre-skills needed for high level maths are not in place. This can lead to avoiding maths and maths anxiety, all hindering their progress and further widening the gap.
Addressing the Matthew Effect:
- Let’s start with Brian Butterworth’s idea of testing all young children with a dot enumeration task. His evidence shows that this will predict those who will have a difficulty with maths. Then we can intervene early!
- Early identification and intervention: Providing targeted support to children who show signs of mathematical difficulties, to prevent the gap from widening and actually closing the gap. You may need to go further back than you think to plug those gaps! See ‘intervention top tips’ for primary, secondary and further education. https://dyscalculianetwork.com/dyscalculia-for-educators/
- Creating engaging learning environments: Making maths enjoyable through interactive activities and games can motivate children who may have lost some of the wonder of maths through being ‘left behind’ earlier in their education. Great selection of games here from the wonderful Karen: https://www.fixitmaths.com/resources.html
- ‘Numbalee’ is a compact pack of number games that reinforce place value and the four main operations, https://numbalee.com/#about-section
- There are a number of apps and assistive technologies that may help: I Have a Numeracy Difficulty and with Maths, What can Help? (callscotland.org.uk)
- Help with constructing and deconstructing numbers: starting with beads and moving onto numbers. Try this for free with your students (log in with your name): here:https://funmaths.research.sc/participant/login/dynamic/B869728D-8FB0-40A2-8960-10827E220781
Supporting maths anxiety:
- Pass on a positive attitude, such as the “I can’t do it… yet” attitude, known as a growth mindset and supporting a ‘growth zone’ attitude: https://educationaccess.co.uk/toasty-tips/ or see https://educationaccess.co.uk/maths-anxiety/
If you have any queries or questions about dyscalculia or dyslexia, please do get in touch- rebecca@educationaccess.co.uk