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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This study aimed to investigate the effectiveness of a training program designed to equip third-grade primary teachers with task analysis skills and active learning strategies for teaching students with mathematics learning disabilities (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. To address this, the present study compared a control ( n = 28) and dyscalculic group ( n = 12), aged between 7-12 years, across ascending and descending sequences varying in familiarity. As expected, dyscalculic children showed impaired performance on ascending non-consecutive sequences (e.g., 1-3-5) but not on ascending consecutive sequences (e.g., 1-2-3). Notably, however, this deficit appeared to remain only for unfamiliar sequences (e.g., 2-5-8) and not familiar ones (e.g., 2-4-6), although this interaction was non-significant. Moreover, dyscalculic children displayed typical performance across both consecutive (e.g., 5-4-3) and non-consecutive (e.g., 5-3-1) descending sequences, neither of which match the traditional count-list. Accordingly, although order processing deficits in developmental dyscalculia do appear specific in nature, they are not necessarily specific to non-count-list sequences.
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