Why is math harder for some kids? Brain scans offer clues

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When given simple math problems, kids with math learning disabilities in a new study were less cautious about giving their answers and did not slow down after making errors compared with kids with typical math skills. But these differences disappeared when those same kids were given problems with dots to represent numbers instead of Arabic number symbols, researchers report February 9 in the Journal of Neuroscience.

Can Abacus Learning Help Kids With Dyscalculia?

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Imagine watching your kid count on their fingers again and again because numbers just won’t stick. You’ve tried flashcards, apps, and extra tutoring, but nothing seems to help.

If this sounds familiar, your kid might be experiencing dyscalculia or significant difficulty with math.

But here’s the good news: research suggests that the right kind of early intervention—especially hands-on, visual methods—can make a real difference in how kids understand numbers—and how they feel about math.

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Planning Strategies in Students with Dyscalculia

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This study aims to evaluate a fundamental executive function, specifically the planning strategy, in third-grade primary students diagnosed with dyscalculia. Utilizing a case study approach, a deliberately chosen sample of five (5) students, ages 8 to 9 and identified with dyscalculia, was analyzed. For hypothesis validation, diagnostic subtests from the Zareki R battery and the complex Figure de Rey test were employed. The outcomes revealed the presence of significant planning strategy disorders among the dyscalculic students. In light of these findings, it is recommended that further research be conducted to explore executive functions, particularly the planning strategy, within dyscalculic student populations to enhance their academic resilience and address the educational challenges posed by dyscalculia

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Stanford Medicine Study Reveals How Math Learning Disabilities Impact Brain Problem-Solving

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A groundbreaking study conducted by researchers at Stanford Medicine offers new insight into the neural mechanisms underlying math learning disabilities in children, revealing that children with such impairments process math tasks differently at the brain level, despite achieving comparable accuracy on simple numerical comparisons. This discovery advances our understanding of the cognitive and neural intricacies that contribute to math struggles, underscoring the importance of targeting not just numerical skills but also cognitive control and error-monitoring processes in interventions.

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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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