Dawn Pagliaro-Newman launches "Dyscalculia Demystified"

Dawn will present from the book, followed by conversation with fellow P.S. 130 teacher Luidgi Altidor, audience Q&A, book signing, and reception.

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In many classrooms, students work hard in mathematics yet continue to experience persistent difficulty. They participate in lessons, complete assignments, and show effort, yet the understanding does not seem to hold from one day to the next. Teachers often recognize the pattern but are left without a clear framework for interpreting what they are seeing or how to respond.

Dyscalculia Demystified provides that framework. Drawing on leading research and definitions used in both the United States and the United Kingdom, the book helps educators understand what dyscalculia is—and what it is not. It clarifies common misconceptions about math difficulty and introduces patterns of mathematical thinking that often underlie persistent struggles. These patterns, sometimes described as subtypes of dyscalculia, offer teachers a lens for interpreting the kinds of errors students make and the supports they may need.

Understanding these patterns does not require teachers to diagnose dyscalculia. Instead, it equips educators to make more informed instructional decisions. When teachers can interpret student thinking more clearly, they are better able to respond in ways that support learning for students with dyscalculia and strengthen instruction for all learners.

Through classroom examples and practical tools, readers learn to recognize patterns of mathematical difficulty, identify student strengths alongside areas of need, and apply research-informed instructional moves that make mathematics more accessible to a wider range of learners.

Dawn Pagliaro-Newman is an elementary educator with more than 20 years of experience in New York City Public Schools. Her work focuses on how students develop mathematical understanding, particularly when learning differences create persistent challenges. She writes and presents nationally on dyscalculia, mathematical thinking, and instructional practices that help teachers make mathematics more cognitively accessible for all learners. Her work has been featured in Edutopia and through professional learning communities supporting teachers and families navigating math learning differences.

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