Dyscalculia and Music Learning: Helping Students with Mathematical Learning Disabilities in the K–12 Classroom

Abstract

How does dyscalculia, a specific mathematical learning disability, impact music learning and instruction? Dyscalculia, characterized by difficulties in numerical processing, arithmetic, and calculations, can hinder students’ ability to grasp musical concepts such as reading music notation and understanding rhythmic concepts that are mathematical and visuospatial. In this article, I describe the characteristics of dyscalculia and provide a selected literature review to illustrate that there are more music education resources available for working with students with dyslexia than dyscalculia. I then suggest coping strategies that teachers can employ according to three different subtypes of dyscalculia: procedural, semantic, and visuospatial. Music educators will gain insight into a recognized but lesser known learning disability and obtain practical strategies to employ in the classroom with students who have mathematical processing difficulties, thereby enhancing their instructional practices.