The present chapter is organized into three nonexhaustive topics of relevance for
teachers, parents, and clinicians. The first part displays an overview of developmental
dyscalculia (DD), emphasizing key signs (early onset, severity, slowness, and persistence).
The second part will approach the psychological characteristics that influence math learning,
such as math anxiety, motivation, and self-efficacy, which influence mathematics learning
and performance from high to low achievers. The third part will introduce the interaction
between cognitive and emotional aspects, specifically in children with DD. Final remarks
will provide evidence-based interventions and recommendations for practitioners and
policymakers

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You look at a clock and know how much time you have left. You buy something and roughly know how much it should cost. Someone tells you their age, and you immediately understand what number they said.

Now imagine having to actually think about all of that.

For someone with dyscalculia, numbers may not feel as natural or intuitive as they do for most people. A simple calculation can take much longer. A number might not immediately connect to the quantity it represents. Even something as basic as figuring out change or reading a clock can become frustrating.

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Teachers started using Magma Math, a K–12 digital mathematics platform built in Sweden and used by multiple U.S. school districts, that lets students show their full thought process on a paper-like screen, making student thinking visible and supporting interactive classroom teaching.  

Henrik Appert, founder and CEO of Magma Math, explained how Magma Math supports student thinking and teacher decision-making in mathematics instruction. He said students’ struggles with math led them to create the platform.  

Appert said that through Magma Math, students can show their work by typing, drawing, speaking, or taking photos; the platform analyzes it, offers feedback, and gives teachers real-time insights into student understanding. He added that teachers can also use students’ work to guide classroom discussion, identify learning gaps, and tailor instruction.  

He also described Franklin Square School District as an innovative partner and highlighted benefits for students and reduced administrative work for teachers. Appert said Magma Math works with tens of thousands of schools across eight countries and around 30–40 Long Island school districts.  

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This work presents a mapping of scientific productions that have the theme of Developmental Discalculia. It aims to verify how these productions approach pedagogical and psychopedagogical interventions with people who might have this disorder.

Read the abstract HERE

The good news is that once parents and teachers know the red flags, dyscalculia can be much easier to recognize and address. With the right approach, students can completely change the way they think about math and, more importantly, the way they think about themselves.

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