Most districts don’t have the systems in place to screen for the learning disability related to numbers and math, CRPE said in a report.

There is currently a lack of consensus on how to define, identify and support dyscalculia and other math learning disabilities, according to CRPE’s national scan of states’ math policies and bills. While a handful of states, including North Carolina and West Virginia, refer to the learning disability in recent bills, they don’t include provisions requiring screening or diagnosis.

Some states — Alabama, Florida, Iowa, Kentucky, Mississippi, Oklahoma and Rhode Island — have proposed or enacted mandates for universal dyscalculia screening of students within typically younger age ranges. 

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Dyscalculia is a learning disability characterized by poor performance on tasks involving spatial and numerical processing. The use of eye tracking to study developmental disorders has been widely used, but its application to dyscalculia has been relatively neglected. Most previous studies lack specific technical methods to identify the visual features characteristic of children with dyscalculia. Our study seeks to bridge this gap by introducing an eye-tracking system designed to elucidate the underlying perceptual problems of Vietnamese dyscalculia children as they perform task demands. It not only explores visual attention strategies but also uncovers fundamental issues such as auditory or spatial order perception when performing calculations. In addition, the visual problems regarding space and time are clarified. The system collects multimodal signal information from the child’s eye- and mouse-based interactions during the task. Preliminary findings from the comparative analysis between dyscalculic and typically developing children suggest that the system may provide a solid foundation for future research on detection, intervention, and development of assistive applications tailored to the visual processing abilities of these children.

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