Maths Learning Difficulties and Dyscalculia Service

Associate Professor Bob Reeve, who has run the Cognitive and Neuropsychological Development lab in the Melbourne School of Psychological Sciences at the University of Melbourne for over 25 years, Professor Brian Butterworth from University College, London, and Associate Professor Judi Humberstone are all members of this research laboratory, which focuses on maths learning difficulties in general and Dyscalculia specifically.

You may have heard Professor Butterworth being interviewed about Dyscalculia on All in the Mind a couple of years ago (the podcast is available on ABC Radio National‘s website). One of the children in that program – Lucie – was identified by our lab as being dyscalculic.

Brian, Bob and Judi share an interest in the origin and nature of Dyscalculia and received funding from the Australian Government to study its prevalence in Australia (in Melbourne). Our work principally focuses on the early identification of Dyscalculia in young children and the tests that we conduct are designed for children up to the age of 12. However, the data can sometimes be informative in older children.

Brian Butterworth and Bob Reeve have been studying maths learning difficulties from clinical, educational and neuroscience perspectives for over 30 years. Brian wrote the highly influential book ‘The Mathematical Brain’ and more recently ‘Dyscalculia – from Science to Education’. He is responsible for setting up one of the first Dyscalculia clinics in London. Prior to joining the University of Melbourne, Bob was at the University of Illinois for eight years and was involved in educational assessment programs designed to facilitate the maths skills of children with maths learning difficulties in Chicago and Oakland, California. Brian and Bob have published a large number of research papers and chapters on the nature of maths learning difficulties, and frequently discuss their views and work at national and international meetings

Judi Humberstone is involved in the assessment of Dyscalculia and maths difficulties more generally at the University of Melbourne’s Psychology Clinic. Judi is a former Victorian Department of Education school principal with 23 years’ experience in teaching maths at the secondary level. She is a registered psychologist and was jointly responsible for setting up the Dyscalculia component of the Psychology Clinic at the University. Judi also provides advice to schools and parents on how best to help students with maths learning difficulties and Dyscalculia, and presents at national and international meetings.

In mid-2019, we made a series of five videos about maths learning difficulties and Dyscalculia in collaboration with the Victorian Department of Education and Training. Watch the videos on Youtube.

If you suspect that your child has Maths Learning Difficulties or Dyscalculia you should first discuss this issue with the school your child is attending. The reason for this is that if, after testing, there is evidence of Dyscalculia, Dr Humberstone will attend regular learning support meetings at the school involving teachers and specialists to help to support your child in accessing the maths curriculum. It is important that the school is aware of this in advance. Please complete this form to organise a time for someone at the Maths Learning Difficulties and Dyscalculia service to contact you.

We use a series of tests that we have found, from our research, provide the most accurate picture of an individual student’s basic understanding of number.

The testing lasts approximately 1 hour 15 minutes altogether (with a 10-minute break after approximately 40 minutes).

There is a $407 fee for testing (including GST), which includes the report which will be sent to you about three weeks after testing for sharing with your child’s school.

The invoice will be sent to you directly from the University of Melbourne after the report has been completed.

All testing takes place on Fridays at 9.30am or 11.30am at the University of Melbourne Psychology Clinic.