Strengthening educators' understanding of developmental dyscalculia

Developmental dyscalculia is a specific learning difference, characterised by persistent and severe challenges in learning and understanding mathematics, despite adequate intellectual ability and age appropriate education (APA, 2013). Early signs of dyscalculia are present from a young age. Accordingly, it is important that all teaching practitioners have a good understanding of dyscalculia, so that they can timely identify and support children and young people who experience severe challenges with learning mathematics. Nevertheless, our research found that only 5% of UK teaching practitioners had received any specific training on dyscalculia (Roulstone et al., 2025 in review). The situation was equally concerning, if not worse in other countries where we conducted our research (i.e., Italy, Vietnam, and South Africa). To address this problem, we developed a scale to evaluate educators' knowledge and awareness of dyscalculia, which highlighted some typical knowledge gaps and misconceptions. The scale featured 24 statements about dyscalculia and was validated by 30 leading experts (Roulstone et al., 2025). My research found that educators often shared some common misconceptions and knowledge gaps related to dyscalculia. To close these gaps in knowledge, I will design and deliver evidence-informed CPD training workshops aimed at strengthening educators' understanding of dyscalculia. These CPD workshops will directly target known misconceptions and knowledge gaps related to dyscalculia. The effectiveness of the CPD workshops will be evaluated using a pre-post-test design. Throughout the fellowship, I will advance awareness of developmental dyscalculia, informing both educational policy and classroom practice. By specialising in translational research, I will design and deliver targeted professional development that addresses widespread misconceptions and gaps in educators' knowledge. This training will empower teaching practitioners with practical strategies to support learners with dyscalculia, ultimately improving mathematical outcomes and promoting inclusive education. Through this work, I aim to establish myself as a future leader in mathematics education research.