This literature review synthesizes current research examining how under-identification and
insufficient support influence the academic and psychosocial outcomes of students with
dyscalculia. Dyscalculia is a specific learning disability that affects an individual’s ability to
process numerical information, perform mathematical calculations, and apply quantitative
reasoning. The literature under review includes a qualitative case study approach. Despite its
documented impact on academic performance and daily functioning, many educational systems
still under-identify dyscalculia throughout this research as encapsulated under the three themes
that will be explicitly explained, compared and discussed in the analysis of themes. Across the
literature, researchers consistently show that institutional identification processes often fail to
detect mathematical learning disabilities early, which delays access to effective interventions.
Although evidence-based instructional strategies demonstrate positive outcomes when teachers
implement them, many students receive support only after prolonged academic difficulty.
Researchers also document significant emotional and developmental consequences associated
with persistent mathematical failure, including reduced self-confidence, increased mathematics
anxiety, and limitations in future educational and career opportunities. These findings suggest
that educators and policymakers must strengthen early identification systems, improve teacher
preparation, and expand access to targeted instructional supports. The review concludes by
identifying gaps in the literature and proposing directions for future research and educational
advocacy.
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