Some learners understand maths best through pictures, some by talking things through and others have learning differences such as dyscalculia or ADHD that shape how they process numbers.
We’ll explore how different learners experience maths, the challenges they may face and the teaching approaches that help every child build confidence.
Children learn maths differently for a few reasons, mainly because they start at different points and bring different strengths, preferences and processing styles to every lesson. These are some of the elements that make up their learning profile, which influences how they take in new concepts, hold multiple steps in mind and explain their reasoning.
When they say, "I don't get it," the underlying cause varies depending on their profile, so for instance:
A visual learner may be overwhelmed by a long or spoken explanation without diagrams.
An auditory learner may stumble on a worksheet filled with symbols.
A child with dyscalculia may struggle with the core sense of what a number represents.
A child with ADHD may lose track halfway through a four-step calculation due to working memory overload.
Children have preferred ways of learning maths but they learn best when they see a concept in several other ways as well.
While the idea of rigid "learning styles" (visual, auditory, kinaesthetic) is popular, and tailoring our teaching approach to preferred styles can be a valuable entry point, teaching exclusively through a single method can limit a child's mathematical growth.
We recommend exposing children to a combination of visual, verbal, tactile and written techniques to make sure that their understanding is flexible. After all, when our student can build a fraction with tiles, draw it on a bar model, explain it aloud and write it as an equation, it’s safe to say that they truly mastered the concept.
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Visual learners understand maths quickly once they can see it, but can feel lost during long spoken explanations or text-heavy questions.
They process spatial relationships, patterns and diagrams easily. However, when presented with bare numbers or abstract rules, they struggle to visualise what is really happening.
Here’s what frustration looks like for visual learners:
Losing track during verbal instructions: They become confused when the teacher talks through a complex calculation on the board without leaving a visual reference.
Difficulty with mental arithmetic: They struggle to calculate 48 + 37 in their head because they lack an internal mental picture or number line to manipulate.
Overwhelm from dense text: Word-heavy exam questions overwhelm them, especially if they lack diagrams or clear structural layouts.
You can use some of these approaches to help visual learners grasp a maths concept better:
Bar models and number lines: Using bar models to represent word problems visually is a method widely featured across English primary maths curricula.
Arrays and grids: Grouping dots or blocks into arrays to visualise multiplication and division as rows and columns.
Colour coding: Using distinct colours to highlight different place value columns (hundreds, tens, units) or operational steps in long division.
Drawing before calculating: Encouraging pupils to sketch a quick diagram of a scenario before writing down equations.
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Children who learn well by listening and talking understand maths best when they can hear it explained and explain their reasoning out loud.
Auditory learners rely on language structure, rhythm and verbal sequence to process information. They excel when they can talk through their thought process, but struggle when forced to work in complete silence without dialogue.
Some of the biggest challenges for auditory learners are:
Silent worksheets: They tend to feel stuck when handed pages of written equations without an opportunity to discuss or ask questions.
Symbol-heavy pages: They find maths problems too abstract until they’re translated into clear spoken language.
Demonstrate-only teaching: They have difficulty following a method that a teacher demonstrates silently on paper without explaining why each step happens.
To help auditory learners progress, try:
Talking through each step: Ask your child to talk aloud as they work through a problem: "First I subtract 10, then I add 2..."
Teach-it-back technique: Have them explain the method back to a parent, peer, or tutor in their own words.
Rhythm and repetition: Use rhyming songs, chants, or rhythmic repetition to lock in times tables and mathematical rules.
Discussing alternative methods: Verbally compare two different ways to solve the same problem to evaluate which is more efficient.
Hands-on learners, also called kinaesthetic or tactile learners, grasp maths fastest when they can handle objects and build a concept before moving on to written methods.
They process mathematical concepts through touch, physical movement and spatial manipulation. For these children, abstract symbols on a flat page feel disconnected from reality until they have physically experienced the concept.
Let’s take a look at the frustration that hands-on learners face:
Restlessness during long seated tasks: Tapping pencils, squirming, or losing focus during extended periods of passive listening or writing.
Abstract disconnection: Finding topics like fractions, percentages, or algebra abstract because they cannot see how they connect to physical objects.
Difficulty retaining steps: Forgetting abstract formulas shortly after learning them because there was no physical anchor to reinforce the memory.
Here are some tactics that can help hands-on learners understand maths concepts better:
The CPA Approach (Concrete, Pictorial, Abstract): Moving systematically from physical handling (concrete) to visual representations (pictorial) before introducing written equations (abstract).
Physical manipulatives: Using counting cubes, place value counters and fraction tiles to physically construct numbers and equations.
Real-world practical maths: Involving children in everyday tasks like weighing ingredients for cooking, measuring timber for building projects, or using physical coins for shopping.
Learning differences such as dyscalculia, dyslexia, ADHD and autism can affect how children process numbers, follow instructions, or stay focused in maths. With the right support, they can make steady progress.
When parents and educators understand these neurodivergent profiles, they can adapt their approach so that a child's mathematical potential is not obscured by processing barriers.
Dyscalculia is a specific learning difficulty that affects roughly 5–7% of the population and interferes with a child's ability to understand, manipulate and estimate numbers.
Children with dyscalculia struggle with basic number sense, like instantly recognising that a group of four dots represents "4" without counting them individually (subitising).
You can use visual representations, explicit instruction in number patterns and targeted practice that builds basic number sense. Extra time in assessments is crucial to reduce time pressure.
While dyslexia is primarily associated with reading, it can impact maths performance. Children struggle to read text-heavy word problems, recall multiplication facts from long-term memory, or retain the correct sequence of multi-step procedures.
Help out children by letting them read aloud word problems, presenting worksheets with clean visual layouts and large fonts, using step-by-step checklists for algorithms and allowing visual memory aids.
Attention Deficit Hyperactivity Disorder (ADHD) affects executive function, working memory and sustained focus. A child with ADHD may understand the underlying maths perfectly, but drop marks due to rushing, misreading signs (+ vs ×), or losing their place midway through complex calculations.
You can break tasks into short bursts, use visual checklists for multi-step tasks, provide physical movement breaks and use high-contrast colours to highlight operational signs.
Children with autism excel at spotting patterns, logical rules and structured systems, which can make maths a natural strength. However, they may struggle with open-ended problem-solving, ambiguous word problems, or questions that require inferring implicit context.
Use clear language, maintain predictable lesson routines, provide step-by-step guidelines for problem-solving and directly teach how mathematical concepts link together.
If a learning difference is impacting your child's progress, UK schools provide structured pathways under the SEND Code of Practice:
| Stage | What It Involves |
| SENCo Consultation | Speak with your school's Special Educational Needs Coordinator (SENCo) to discuss classroom adaptations and targeted interventions. |
| SEN Support Plan | The school puts an internal plan in place to monitor progress and adapt teaching strategies. |
| Access Arrangements | For formal assessments (SATs, 11+, GCSEs), eligible pupils can receive access arrangements such as 25% extra time, a reader, or a scribe. |
| EHCP (if needed) | An Education, Health and Care Plan (EHCP) provides formal local authority support for pupils with more complex, long-term needs. |
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Mathnasium tutors implement personalised learning plans for all learning profiles.
Mathnasium is a maths-only learning centre dedicated to helping students of all skill levels excel in maths.
Our specially trained tutors combine different learning methods to help children understand maths and build confidence.
The Mathnasium Method™ is our proprietary teaching approach designed to help children build maths mastery with our approach that includes:
Assessment and a customised learning plan. Every child begins with a diagnostic assessment that identifies their strengths and gaps in their maths knowledge. We use those results to create a bespoke learning plan based on what they already know and what they need to learn next.
Teaching for understanding. Our specially trained instructors use mental, verbal, visual, tactile and written techniques to explain how and why maths works and develop a deeper understanding of mathematical concepts.
Face-to-face instruction. Children work directly with specially trained instructors at a pace that suits them, both in-centre and online, while following their own bespoke learning plan.
Confidence and engagement. Children learn in a fun and supportive environment where instructors encourage them to explain their thinking, solve problems and develop confidence in their maths abilities.
The results show what this approach can achieve:
94% of parents report an improvement in their child's maths skills and understanding
93% of parents report their child's improved attitude towards maths after attending Mathnasium
90% of students saw an improvement in their school grades
With over 1,250 centres worldwide and over 40 across the UK, there’s likely a Mathnasium centre near you.
Families across Belsize Park, Hampstead, Primrose Hill, Swiss Cottage, Chalk Farm and St John's Wood trust Mathnasium of Belsize Park to help their children build lasting maths confidence.
If a recent assessment result or any other maths topic is on your mind, our team is ready to help.
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Our specially trained tutors deliver face-to-face instruction in a supportive and fun small-group environment, working with students both in centre and online to develop a deep understanding of math, build confidence, and improve academic performance.
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