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Researchers urge early screening for math struggles
Visual spatial skills at age 7 predict STEM GCSE results at age 16 also visual spatial working memory is important
This study demonstrates the long-term associations between early childhood
spatial skills and VSWM and their links to adolescent STEM achievement in a large-scale,
nationally representative sample. These findings can inform the design of interventions and
educational practices that foster positive STEM with benefits that extend across the lifespan.
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Using technology to support children with dyscalculia in pre-primary and primary school: insights, challenges and opportunities
Developmental Dyscalculia (DD) is a specific neurodevelopmental learning disability that significantly impairs an individual’s ability to learn and process mathematical concepts. Given that preschool and primary school years represent critical windows for early intervention, this article aims to provide a comprehensive, state-of-the-art review of current assistive technology applications designed to support children with DD during this foundational educational period.
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The nature of order processing deficits in developmental dyscalculia: The influences of familiarity and the count-list
Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature but rather specific to certain kinds of sequences. One proposal by Slipenkyj and colleagues (2025) is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the ascending-consecutive count-list. However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance such as sequence familiarity.
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Rote drill is out, explicit instruction is in
Rote drill is out, explicit instruction is in, especially for dyscalculia. Concrete, pictorial, abstract methods build real numeracy. For FASD, context is key – generalization requires reteaching routines.
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