Category Archives: Treatment

Understanding Dyscalculia: A Guide for Educators

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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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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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Dyscalculia vs maths anxiety: supporting students with barriers to learning mathematics 

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Dyscalculia is about how your brain is wired to process and understand numbers. Maths anxiety is about the feeling or reaction you have when encountering maths. It is an emotional response that can block the demonstration of knowledge you have previously learnt. With maths anxiety being an emotional response, it means mathematical performance varies dramatically depending on stress levels. Individuals may solve problems easily when in casual conversation, but freeze when it’s called a test or when they feel they are being watched.  

For people with dyscalculia, the struggles are consistent across situations and environments, and will often be apparent in number-related activities that aren’t typically thought of as maths – telling the time, remembering PIN numbers or estimating reasonable prices. 

Maths anxiety can develop at any point in an individual’s life, often relating to experiences such as a harsh teacher, public failure, timed test or comparison to peers. Dyscalculia presents from early childhood, though it is often underdiagnosed, particularly as it usually co-occurs with other learning differences or needs like ADHD, dyslexia, developmental language disorder or developmental coordination disorder. 

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