Category Archives: Research

Developmental Dyscalculiaand the Brain*

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Converging evidence is growing that DD is associated with different altera
tions in brain function and brain structure. Recent work in the field of DD has
examined the neural aspects of this learning disorder by means of contemporary
brain imaging techniques such as electrophysiology and magnetic resonance
imaging (MRI). Using these methods (see below), we are able to generate high
resolution anatomical images of our brains, examine fiber tracts, gain metabolic
insights, observe brain activation, or measure temporal processes while partici
pants are performing a numerical task.

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Effectiveness of Interventions for School Children With Developmental Dyscalculia

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Abstract

This review aimed to evaluate the effectiveness of interventions for children with developmental dyscalculia (DD). The PsycINFO, ERIC, PubMed, Scopus, Science direct, Google scholar, and Google databases and search engines were searched. Studies employed experimental and quasiexperimental designs were reviewed. Thirty three studies with 1792 children aged 6-12 years were chosen. A large pooled effect size was found (Hedge’s g = .93; 95% CI [.38, 3.09]). There was no statistically significant moderator variable predicting the pooled effect size. Finally, publication bias was found, as shown by Egger’s regression test analysis. Overall, interventions have generally large effect in improving the numerical skills of children with DD.

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Direct effects of dyscalculia on executive functions

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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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Evidence for the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB Screener): An Online Assessment of Mathematical Learning Difficulties

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Background: Although several paper-and-pencil and digital online measures have been developed to assess basic numeracy skills and identify mathematical learning difficulties in children, psychometric evidence of these measures are seldom thoroughly reported and published. Establishing the validity and reliability of educational measures is a fundamental part of evidence-based practice. Objective: This study aimed to examine the test-retest reliability, longitudinal measurement invariance, and convergent validity of a new digital online dyscalculia screener, the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB), targeted to 9–16-year-old children. Method: The participants were 358 children (165 boys and 193 girls) in grades 3, 5 and 7, who participated in the study at two time points. Children’s numeracy skills were measured using two time-limited tests: the FUNA-DB online screener and a standardized paper-and-pencil basic arithmetic test, RMAT. Results: Our results showed that the FUNA-DB has a strong test-retest reliability, displays measurement invariance over time, and is meaningfully related to RMAT. Conclusion: The psychometric evidence supports using the FUNA-DB to measure school-aged children’s number processing and arithmetical fluency across time.

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order processing deficits in developmental dyscalculia

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Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature, but instead specific to certain kinds of sequences. In particular, one proposal is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the (ascending-consecutive) count-list (e.g., 1-3-5 is in order). However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance, such as sequence familiarity. 

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