Technological Resources for Early Intervention in Cases of Dyscalculia: A Deductive-Inductive Categorization

Abstract

Dyscalculia is a math learning disability that significantly interferes with students' academic performance and math-related aspects of their daily lives. Early diagnosis and the design of intervention programs adapted to the needs of each case are essential. In this sense, multiple technological resources are created to address both issues. Still, it is difficult to identify which characteristics they share and which are more relevant regarding didactic suitability. Given this situation, this research proposes categorizing these resources according to the type of addressee, objective, format, and supporting scientific evidence. The categorization process has been carried out in two phases: deductive and inductive. In the first phase, a systematic review of the literature was carried out in the main scientific publication databases. Based on the review publications reading, the aspects common to the technological resources found were identified in the second phase, and the final categorization criteria were created. The result of such a procedure provides a valuable bank of technological resources for intervention in dyscalculia at early ages. However, more scientific evidence is lacking to support its efficacy and validity in educational settings.

Fostering Student Success: A Prevailing Provision for Dyscalculia and Dyslexia in the School Curriculum and Strategies for Support

“…Several studies have identified key indicators that often characterize difficulties experienced by dyscalculic children. Espina 7 notes struggles with recognizing and remembering numbers, counting, associating number symbols with values, and identifying patterns and sequences. Concerning Hornigold 5 and Espina 7 , some common areas of challenge are discussed below.…”

“…Espina 7 notes struggles with recognizing and remembering numbers, counting, associating number symbols with values, and identifying patterns and sequences. Concerning Hornigold 5 and Espina 7 , some common areas of challenge are discussed below. Counting backward, sequencing, and recognizing patterns.…”

“…Counting backward, sequencing, and recognizing patterns. Dyscalculic children may have trouble counting backward or recognizing number patterns like odds and evens 5,7 . Number calculations and orientation.…”

“…Struggles can include choosing the appropriate operation, using number lines, and distinguishing directions like left/right 5,4 time, estimation, and assessing quantities. Telling time on an analog clock, estimating amounts, understanding place value, and identifying larger/ smaller numbers can be challenging 5,7 . Mental mathematics, fractions, and money memorizing facts, linking symbols to amounts, visual-spatial skills for fractions, and estimating monetary values can be impacted 5 .…”

“…Research strongly supports the idea that dyscalculia is associated with brain-based abnormalities. Studies by Kucian 6 and Espina et al 7 highlight the correlation between neurobiology and dyscalculia. The prevalence of dyscalculia among school-age children typically ranges from 3% to 6%, with some studies suggesting a higher occurrence of 6 to 8% 5 , .…”