Supporting students with maths impairment in higher education

This paper follows on from David Grant’s paper. Grant’s paper (ibid) asserts that assessment should be for intervention. Here, an overview of some possible interventions for students with dyscalculia or maths impairment is presented. The paper seeks to highlight issues and offer suggestions. It discusses some reasonable adjustments and then focuses on numerical issues in number (both integer and non-integer), operations, algebra, statistics and time and money, offering some ideas for appropriate interventions. Numeracy permeates both academic programmes and everyday life. For the student with dyscalculia or maths impairment, there is a need for support that addresses the issues and helps overcome the barriers.