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Dyscalculia: more than just a block

Some people find it very hard to understand even what numbers mean, but there are new ways to help

By Bronwen Maddox   March 2012

The door of a converted church in the back streets of Hammersmith opens slowly, and I find myself looking down at the upturned face of a shy, small girl. “Can you remember the guest’s name?” says Jane Emerson, the teacher standing by her side, and the child manages, very softly, to say my name, to great applause. Later, Emerson explains that the girl, who is seven, has a particularly poor memory, and that is one reason—of many—why children may struggle with numbers.

In the previous articles, Mark Feltham and David McConnell have argued that it should be possible greatly to…

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