"It's 89-Past 6, Mam!" - Struggles You May Notice Your Children Having with Numbers

As parents, we’ve all experienced moments when our children say something that catches us off guard. It might be a funny phrase, a wild excuse, or a statement like, “It’s 89-past 6!” At first, we may laugh and gently correct them, but sometimes, these little errors hint at something deeper—like difficulties with numbers. For some children, these challenges go beyond occasional slip-ups and could be an indication of dyscalculia, a learning difference that affects a person’s ability to understand and work with numbers.

Dyscalculia, often described as the mathematical equivalent of dyslexia, can manifest in many subtle ways. Children might have trouble grasping the concept of time, for instance, struggling to understand phrases like “half-past” or “quarter-to.” They might confuse how long an hour feels or misread the numbers on a clock. This can lead to them constantly being late for lessons or when it is time to come home after playing with friends. This, then, in turn, can cause frustration and feel like a behaviour issue or intentional defiance.

To try to mitigate my daughter's issues with time, I converted her phone clock to 12 hour. This appeared to be slightly easier for her. However, one evening, I asked my daughter to be home by 8pm. She turned up at 8:10pm and was exhausted, explaining she had walked as fast as she could. This continued for weeks. She was becoming increasingly upset with herself, explaining she was leaving at the 8th hour. I tried explaining that to be home for 8pm, she would need to leave at 7:45pm. This created even more anxiety as she was either meticulously checking her phone, setting an alarm or missing it completely because of her lack of concept of time. I realised that, for her, an 'on the hour' return home didn't work. She viewed time in hour-blocks. Which meant that when I started asking her to be in at 7:45pm, this was within the 7th hour and it made sense to her. She is rarely late now - not never - but less than before.

Simple counting can also pose a challenge, with children relying heavily on their fingers for even the most basic arithmetic. Counting backward, such as from 10 to 1, can seem almost impossible. When patterns are involved—like recognising that 10, 20, and 30 are multiples of 10—they might appear lost, unable to see the connections that come naturally to others. I noticed one day, my daughter had Times Tables homework and the question was '10 x 7'. When I asked her this, after a short pause, she said "70". I then asked what '7 x 10' was and she became flustered, frustrated and told me she 'couldn't do her 7 times tables.'

You may notice your child avoiding tasks that involve numbers altogether. For instance, they might shy away from board games like Monopoly that require counting or become visibly frustrated during math-related homework. They may mask this by cheating, avoiding the tasks completely or by trying to be humorous during the games.

Everyday activities that involve comparing quantities, such as deciding who has more sweets, might confuse them, as could following steps in a sequence. Even tying shoes or putting numbers in order might seem unusually difficult. Sometimes, this extends to spatial awareness, where your child struggles to distinguish left from right or has trouble following directions. While these challenges may not immediately seem tied to math, they often relate to the broader difficulties dyscalculia presents.

Arguably, one of the most challenging aspects of dyscalculia is how often it goes unnoticed. Unlike dyslexia, it isn’t widely recognised, and as a result, a child’s struggles with numbers may be misinterpreted. Teachers or parents might mistakenly see the issue as a lack of effort, focus, or even interest in math. This can leave children feeling isolated and frustrated, wondering why they can’t keep up with their peers despite their best efforts. In my case, there was always a 'reason; why my daughter was struggling with Math. Reasons such as, 'she has a new teacher', 'she has just moved seats', 'the topic has changed', 'the work is pitched incorrectly', 'she was daydreaming during class', 'she was talking too much and missed the content', 'Covid-19 means the children have missed a lot of Math', 'she needs to try harder'. Most recently, it has become apparent that she very likely has ADHD. Which makes sense, as, often, neurodivergence have several co-morbidities: individuals may have a combination of more than one which could include dyscalculia alongside ADHD.

If some of these behaviours sound familiar, it’s important to remember that you’re not alone. Dyscalculia affects up to 7% of the population, and with the right support, children can thrive. Early recognition of these challenges is crucial, and seeking guidance from teachers, learning specialists, or educational psychologists can help unlock your child’s potential and ease their frustration.

If, like me, you've found yourself frustrated by your child's lateness and end up exhausted with the tension it causes, it may be worth taking a step back to 'look in'. It was only when I became more aware of dyscalculia that I realised that my child is most likely NOT doing this to purposely annoy me.

Whilst Typically-Diverse Ltd. does not offer services to support children with dyscalculia directly, We are passionate about supporting parents, teachers, and children by spreading awareness and providing practical tools. Our online course, "A Brief Introduction to Dyscalculia," is designed to help you understand this often-misunderstood learning difference, recognise the signs, and explore strategies to support your child’s learning journey.

Above all, it’s essential to remember that every child learns in their own unique way, and struggles with numbers do not define their potential or worth. By staying curious, patient, and supportive, you are already making a difference in your child’s life. If you’d like to learn more or access additional resources, visit our website and explore our course. Together, we can ensure that every child feels supported and capable of success—whether it’s 89-past 6 or right on time!