Category Archives: Research

Many children are suffering from an undiagnosed developmental condition which affects their ability to learn math

Posted on by

A team of experts from the School of Psychology at Queen’s University Belfast, led by Dr Kinga Morsanyi, carried out research on the prevalence of specific learning disorder in mathematics (SLDM), which is also known as dyscalculia.

The researchers studied the mathematics performance of 2,421 primary school children over a number of school years. Although the researchers expect that the number of pupils with dyscalculia is similar to those with dyslexia, of the 2,421 children studied, 108 children had received an official diagnosis of dyslexia, but just one child had officially been diagnosed with dyscalculia prior to the study. Based on the results of the study, the researchers actually identified 112 children who are likely to have the condition.

Diagnosis of dyscalculia

Dr Morsanyi explains: “In society, there is sadly a widespread notion that you need a special talent to be good at maths, and that struggling with maths is normal for some people, but this is not the case and it’s not something we would accept if a pupil was unable to read.

“Our study shows that in almost all cases, children who appear to have dyscalculia are not being diagnosed. Within the sample of children with dyscalculia, 80 per cent of the children have other developmental conditions, such as dyslexia or speech and language difficulties, and as the current practice is to assign one diagnostic label to each child, this could partially explain why mathematics difficulties are so often ignored.”

Read further HERE

Review of the Research Literature on Dyscalculia: from Genetic Genealogy to Adaptive Teaching Tools

Posted on by

Dyscalculia is a common neurodevelopmental disorder characterized by difficulties in processing numerical information, understanding quantitative concepts, and performing simple mathematical calculations, and is seen in approximately 3 to 7 percent of children. This article reviews 61 studies between 2006 and 2025 to analyse the strategies and challenges of cognitive, neurological, and technological interventions. The results show that dyscalculia is a heterogeneous disorder and is associated with problems such as poor working memory, attention, cognitive inhibition, and math anxiety. Brain imaging findings such as fMRI show reduced activity in areas related to number perception, such as the interparietal sulcus and angular gyrus. Differences in the brain networks of children with dyscalculia can also help identify specific cognitive profiles. Four areas of intervention are proposed, including structured instruction, adaptive digital tools, early screening, and neurophysiological interventions (such as brain stimulation). Tools such as Calcularis and EDSense are effective in improving numerical skills and reducing anxiety. However, children with co-occurring disorders such as dyslexia or ADHD respond less well to interventions. Genetic studies also suggest genetic overlap between these disorders and deletions of genes such as 15q11.2. Finally, the need to design multi-layered, personalized interventions and use new technologies is emphasized to map out a more effective path to identifying and treating dyscalculia.

Read more HERE

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

Posted on by

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.

Read more HERE

Can Abacus Learning Help Kids With Dyscalculia?

Posted on by

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.

Read the rest of the article HERE

Planning Strategies in Students with Dyscalculia

Posted on by

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

Find the study HERE