Effectiveness of cognitive and mathematical programs on dyscalculia and mathematical difficulties

Abstract

The chapter aims to synthesize the experimental studies testing training programs for supporting cognitive and mathematical abilities of children with dyscalculia and mathematical difficulties. Developmental dyscalculia is a specific learning disability that manifests with persistent difficulties in comprehending basic numeric and arithmetic concepts, despite within average-level intelligence quotient and schooling opportunities. Given the predominant use of numbers in modern society, this condition can pose major challenges to students’ personal and academic development. Analyzing the cognitive profiles and the characteristics of training programs, we reviewed studies reporting experimental or quasi-experimental studies, testing a training program directed to mathematical or cognitive abilities, written in English, with a sample of children between 6 and 18 years who meet criteria for dyscalculia or mathematical difficulty, published in the last 10 years. After the search strategy process, 11 studies were judged eligible. The total sample consisted of n = 338 participants (M = 198, 59%) aged between 6 and 13 years. Eight studies implemented a cognitive program, four of which implemented a specific program focused on executive functions, while two studies used mathematical training and one employed motivational training. Studies with cognitive, mathematical, or motivational training positively influenced children's cognitive and mathematical abilities. Moreover, the interventions appear more effective if delivered through a technological device (such as laptop or head-mounted display) as it appears to enhance child motivation.