Numeracy Numeracy

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Abstract Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes of DD and how best to treat it have been impeded by lack of widespread research and variation in characterizations of the disorder across studies. However, recent years have witnessed significant growth in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying deficit in the representation and processing of numerical magnitude information as a potential core deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears related to impaired development of brain mechanisms for processing numerical magnitude information, while the latter refers to mathematical deficits stemming from external factors such as poor teaching, low socio-economic status, and behavioral attention problems or domain-general cognitive deficits. Increased awareness of this distinction going forward, in combination with longitudinal empirical research, offers great potential for deepening our understanding of the disorder and developing effective educational interventions.

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Direct effects of dyscalculia on executive functions: revisiting mediation models

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Dyscalculia, a specific learning disability in mathematics, is linked to deficits in executive functions, yet integrative studies in Arabic-speaking contexts remain scarce. This study examined working memory, inhibition, and cognitive flexibility collectively in children with dyscalculia. Using 64 children (32 per group), advanced techniques including Ridge regression, PCA, and ROC analysis assessed these functions. Both groups demonstrated average intelligence (Raven’s Progressive Matrices), with the dyscalculia group showing profound mathematical deficits across nine arithmetic domains. 

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Longitudinal behavioral and ERP evidence for domain-general working memory deficits in children with mathematical difficulties

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This study investigated numerical and non-numerical working memory (WM) deficits in children with Mathematical difficulties (MD) using a novel WM task that integrates both domains. This prospective longitudinal cohort study initially recruited 500 preschool children. All participants underwent comprehensive cognitive, behavioral, and electrophysiological screening. After multi-stage assessments a final sample of 54 children was selected. This sample comprised 27 children diagnosed with mathematical difficulties (27 MD children; mean age = 76 ± 4 months; 9 girls) and (27 control; mean age = 77 ± 5 months; 10 girls). Behaviorally, children with MD exhibited lower hit rates, higher false alarm (FA) rates, and significantly reduced signal detection sensitivity (d′) scores, indicating widespread WM impairments. Event-related potential (ERP) analyses revealed that the Late Posterior Negativity (LPN) component—a neural marker of WM processing—was significantly diminished in children with MD across both numerical and non-numerical WM tasks. Furthermore, logistic regression analyses demonstrated that combining behavioral (d′) and electrophysiological (LPN amplitude) indices significantly predicted group membership with considerable accuracy, underscoring their potential utility in early identification of MD. These findings support the domain-general impairment hypothesis in MD and suggests that WM deficits extend beyond numerical processing to affect broader cognitive functions.

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A digital serious game improves the mathematical performance of children with dyscalculia

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Dyscalculia, characterized by deficits in number sense and calculation skills, affects approximately 5–7% of the population and often persists into adulthood. A team from the University of Barcelona and the University of Vic – Central University of Catalonia (UVic-UCC) has developed and validated a digital serious game to address mathematical difficulties in children with this disorder in the early and middle stages of primary education.

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