Category Archives: Research

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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The Impact of an Augmented Reality Tool on Students with Dyscalculia in Learning Multiplication Concepts

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Augmented reality has emerged as an assistive technology recently, contributing to various fields, especially education. In particular, it offers potential benefits for students with learning difficulties. Students with dyscalculia, for example, face significant difficulties that hinder their academic performance. To address these difficulties, we designed and developed an educational tool based on augmented reality and evaluated its effectiveness on student performance and satisfaction. 

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Applied biostatistics for clinical reasoning how work around our dyscalculia

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Maths Anxiety, Dyscalculia, and the Role of Safe Talk

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Early Detection and Intervention of Developmental Dyscalculia Using Serious Game-Based Digital Tools

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Numerous studies underscore the critical importance of early detection to enable effective intervention, highlighting the need for individualized, structured, and adaptive approaches. Digital tools, particularly those based on serious games, appear to offer a promising level of personalization. 

Digital solutions based on serious games present a promising avenue for the detection and remediation of mathematical impairments. Their integration with mobile technologies and internet connectivity offers the potential to increase public awareness of learning difficulties such as developmental dyscalculia (DD), leveraging the ubiquity and accessibility of mobile devices. Furthermore, the computational capabilities of modern platforms, combined with immersive technologies—such as virtual reality (VR) and augmented reality (AR)—and artificial intelligence (AI), enable the development of engaging, adaptive, and personalized interventions. These features can support both reliable screening and individualized remediation pathways tailored to each child’s cognitive profile.

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