Growing Up With Developmental Math Difficulties: Adult Reflections on Experiences Hindering and Supporting Learning and Well-Being

Abstract

This study explored the lived experiences of adults with mathematical disability (MD) identified in childhood, focusing on both supportive and hindering factors. Semi-structured interviews with 22 participants were analyzed using qualitative content analysis to examine experiences related to learning and mental well-being across school years, adulthood, and work life. Seven themes emerged: personal characteristics , acknowledging MD , social relationships and climate , meeting diverse needs in instructional contexts , received support , supportive daily solutions , and daily work balance . The findings highlight the interplay of identity, beliefs, and social environment, as well as the importance of tailored instruction, emotional responsiveness, and practical strategies. Notably, the same support could be perceived as helpful or harmful depending on the individual, underscoring the complexity of personalized support. These results advocate for a holistic approach both to research and pedagogy addressing cognitive, emotional, and social dimensions and call for longitudinal research to capture dynamic resilience processes across life phases.