Using technology to support children with dyscalculia in pre-primary and primary school: insights, challenges and opportunities.

PURPOSE: 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.

MATERIALS AND

METHODS

The study systematically examines the landscape of current technological interventions and classifies them into four primary categories: (1) Mobile technology, (2) Digital-physical interaction technology, (3) Artificial intelligence (AI), and (4) Eye-tracking technology. The review evaluates the pedagogical mechanisms of these tools to understand how they address specific neurocognitive deficits.

RESULTS

The analysis reveals that these technologies offer substantial core benefits for early intervention, specifically by enabling highly personalized learning pathways, enhancing student motivation, delivering instant feedback, and providing multisensory learning support. Conversely, the review identifies significant practical barriers to classroom implementation, including high deployment costs, the necessity for specialized teacher training, and the variable educational quality of existing applications.

CONCLUSIONS

Assistive technologies demonstrate profound potential in building more inclusive, effective, and responsive learning environments for children with DD. Addressing the identified implementation challenges provides a clear roadmap for future interdisciplinary research, ensuring that these technological advances can be successfully and sustainably integrated into early childhood mathematics education.