A stark omission from the UK's maths education debate has been laid bare by Peter Cherry, a published author with dyscalculia. Despite an estimated 3-4 million people in the country being affected by the condition, policymakers have consistently excluded them from discussions on extending maths education to 18.
Dyscalculia affects around 6% of the population, comparable to the prevalence of dyslexia, and can manifest as difficulties with place value, memorising numerical facts, reading numbers, and mental calculation. The Dyscalculia Network has been campaigning for nearly three decades, yet awareness remains approximately a decade behind that of dyslexia.
Cherry's personal experience of living with dyscalculia is stark: despite achieving academic success and fluency in another language, he has repeatedly failed his maths GCSE. This lack of a fundamental qualification poses a significant barrier to employment, leaving many like Cherry reliant on universal credit. He expressed disappointment that dyscalculia was ignored in recent discussions on maths policy, including parliamentary debates for National Numeracy Day.
The Dyscalculia Network is advocating for compulsory training in dyscalculia for all maths teachers, increased awareness of the condition in workplaces, and a re-evaluation of the maths curriculum. Rather than extending maths education to 18 for all, they propose a practical numeracy-focused curriculum that acknowledges the everyday impact of maths on those with dyscalculia.
The call for greater inclusion comes as the government pushes for improved numeracy across the country. Advocates argue that genuine progress must involve listening to and accommodating the needs of citizens who struggle with numerical understanding, often due to factors outside their control.