Category Archives: Research

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

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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.

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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.

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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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