Developed after three decades of working with children who learn differently, the kit is already being used in 50 Chennai schools.
Published Sep 03, 2025 | 8:00 AM ⚊ Updated Sep 03, 2025 | 8:00 AM
Count on me Math toolkit. (Supplied)
Synopsis: While the kit was initially created to support students with developmental dyscalculia and math learning difficulties, it has also proven to be a powerful learning resource for all students, making mathematics joyful, accessible, and deeply meaningful.
Math seems tough, can’t wrap your head around the digits? However, struggling with numbers may no longer feel like a life sentence.
Thanks to Chennai’s Madras Dyslexia Association, which has developed “Count on Me”, a colourful remedial toolkit designed for children with learning difficulties such as dyslexia and dyscalculia.
Developed after three decades of working with children who learn differently, the kit is already being used in 50 Chennai schools.
While the toolkit was initially created to support students with developmental dyscalculia and math learning difficulties, it has also proven to be a powerful learning resource for all students, making mathematics joyful, accessible, and deeply meaningful.
The “Count on Me” toolkit begins with sixty-four graded, colour-coded booklets. These are progressively structured to cover the basic operations of addition, subtraction, multiplication and division, as well as concepts such as fractions and decimals.
‘Count on Me’ remedial toolkit developed by Madras Dyslexia Association. (Supplied)
Each operation is divided by digit complexity, from one-digit to four-digit problems, and further colour-coded into red, yellow, green and blue sets. The first three colours focus on teaching, remediation, reinforcement and fostering independence, while the final blue level assesses fluency and accuracy.
It also comes with functional evaluation checklists that break down each math problem into its component skills. These checklists help educators and therapists identify learning strengths and gaps, enable individualised instruction, and allow them to track progress over time. This structure supports effective remediation, reinforcement of key concepts, and precise responses to individual learning needs
Another element is a set of carefully designed manipulatives, a learning aid children can physically handle, intended to transform abstract mathematical concepts into concrete experiences.
The manipulatives are accompanied by an instructional booklet that contains clear images and detailed explanations of each material.
A QR code links to video demonstrations, showing how the materials can be used for teaching and remediation, along with suggestions for creative applications beyond what is demonstrated in the videos.
Finally, teachers are provided with a digital manual (e-manual) that explains the educational philosophy behind the toolkit. The e-manual highlights the formal structures of mathematics, the challenges faced by students with developmental dyscalculia and other learning difficulties, and offers guidance on effective strategies and session planning.
Serving as both a starting point and a long-term reference, it makes the toolkit simple to implement and adapt across different learning environments.
Children using the toolkit. (Supplied)
Highlighting the impact of the toolkit, D Chandrashekar, president of the Madras Dyslexia Association, said it offers “a unique blend of concrete learning tools, visual clarity, and interactive engagement.”
According to him, the kit is the result of collaborative development, combining research-based practices, classroom experiences, and a strong commitment to inclusive education.
He explained that “Count on Me” was created for every teacher who has ever asked: “How can I help this student learn in a way that works for them?” The toolkit, he said, is a bridge “from confusion to clarity, from anxiety to confidence and from exclusion to inclusion.”
Chandrashekar added that the kit reflects the Association’s long-standing mission of empowering children with learning differences and equipping teachers with practical tools.
By addressing both the challenges of dyscalculia and the wider goal of making maths engaging, it reinforces the organisation’s vision of inclusive and meaningful education.
(Edited by Sumavarsha)
