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Dyscalculia is a specific learning disability in which students experience difficulty in learning or comprehending arithmetic. Students with dyscalculia can find it challenging to understand numbers, to learn how to manipulate numbers, and to learn and apply facts in mathematics. Therefore, a person diagnosed with dyscalculia, may struggle in understanding mathematical concepts such as place value, number lines, carrying and borrowing, and understanding and applying concepts within word problems.

Problem solving utilizes higher order thinking skills, and mastery of the basics are key elements to a student’s success in mathematics. Research shows that students with dyscalculia need direct, explicit instruction and an emphasis on multisensory, hands-on activities with manipulatives, which makes math a fun and successful experience.

Cambridge School provides mathematical programming utilizing the Making Math Real methodologies and other researched-based, multi-sensory programs. Students participate directly as they navigate through concepts from the concrete stage, with visual and physical representations, to the abstract stage with independent use of the skill. Teachers guide students through daily lessons as they participate directly in all activities by using manipulatives and documenting experiences. As students progress to higher-level math courses, the emphasis of the courses is on the transition into algebraic processing and development. From there, the instructional focus is placed on specific incrementation integrated into the scope and sequence for each content area. The techniques and skills taught at this level are designed to reach the full diversity of learning styles.