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

Abstract

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.