!function(n){if(!window.cnx){window.cnx={},window.cnx.cmd=[];var t=n.createElement(‘iframe’);t.display=’none’,t.onload=function(){var n=t.contentWindow.document,c=n.createElement(‘script’);c.src=”//cd.connatix.com/connatix.player.js”,c.setAttribute(‘async’,’1′),c.setAttribute(‘type’,’text/javascript’),n.body.appendChild(c)},n.head.appendChild(t)}}(document);(new Image()).src=”https://capi.connatix.com/tr/si?token=8b034f64-513c-4987-b16f-42d6008f7feb”;cnx.cmd.push(function(){cnx({“playerId”:”8b034f64-513c-4987-b16f-42d6008f7feb”,”mediaId”:”15eeb282-4e22-410b-8421-550481b8fb9f”}).render(“6a0dc310e4b079e4ea34a5fd”);}); Dyscalculia – sometimes referred to as “number dyslexia” – is a difficulty in understanding and working with numbers. It’s thought around one in 20 children struggle with the learning difficulty, which is also a form of neurodivergence.  People with dyscalculia will typically process and understand numbers and mathematical concepts differently to neurotypical people.  One of the signs of this learning difference, according to Evolve Psychology, is difficulty counting backwards.  Other signs include:  Mixing up numbers like 6 and 9 Still using finger counting in Year 4 despite extra help Difficulty understanding what numbers mean beyond memorisation Struggling to line up numbers correctly in maths problems Challenges learning and recalling basic number facts, like times tables or simple addition Problems telling the time, handling money and following multi-stage calculations Difficulties estimating quantities and measurements Showing anxiety around maths and avoiding number-based tasks Being unexpectedly behind in maths compared to other subjects. Clinical psychologist Dr Elyse Bensusan, who partnered with Explore Learning, suggested the learning difference can show up in ways that are “easy to dismiss” at …