Critical thinking (CT) skills in mathematics are essential for solving problems involving High Order Thinking Skills (HOTS), although students with dyscalculia often experience difficulties in this process. This study was conducted to analyze the mathematical CT skills of students with dyscalculia in solving HOTS problems by gender using a qualitative method. This study involved male and female students with dyscalculia.
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A study with newborns up to three days old reveals that their brains already separate quantities, such as four from twelve stimuli, activating a key area for processing numbers. This innate ability helps survival by differentiating dangers or food. For the public, it means babies arrive with mathematical foundations, and detecting problems early could prevent difficulties like dyscalculia.
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Developmental Dyscalculia (DD) is a specific neurodevelopmental learning disability that significantly impairs an individual’s ability to learn and process mathematical concepts. Given that preschool and primary school years represent critical windows for early intervention, this article aims to provide a comprehensive, state-of-the-art review of current assistive technology applications designed to support children with DD during this foundational educational period.
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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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The aim of this study is to develop a valid and reliable scale for measuring the self-efficacy of primary school and mathematics teachers regarding dyscalculia. Grounded in Bandura’s Social Cognitive Theory, the study followed established scale development procedures. In the initial phase, a pool of 42 items was generated to assess teachers’ self-efficacy regarding dyscalculia. The items were reviewed by a panel of seven experts in the fields of psychometrics, mathematics education, special education, and psychology to ensure content validity.
The findings indicate that the DSES is a valid and reliable instrument for assessing teachers’ self-efficacy regarding dyscalculia.
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