Brain, Memory and Numbers: A Multidimensional Approach to Dyscalculia
DOI:
https://doi.org/10.33308/26674874.2025393958Keywords:
Dyscalculia, Math Learning Difficulties, Math Anxiety, Working Memory, Dyslexia, Attention DeficitAbstract
This article aims to contribute to the limited scientific knowledge in Turkey by addressing the multidimensional nature of dyscalculia through theoretical and literature review. Dyscalculia is a specific learning disability characterized by unexpected, persistent, and severe difficulties in mathematical skills. The study systematically examines the developmental and acquired types of dyscalculia, genetic-neurobiological foundations (particularly findings related to the parietal lobe and intraparietal sulcus), cognitive factors (number sense, working memory, attention processes), and environmental factors. It has been demonstrated that prevalence rates varying in the 3-7% range stem from differences in diagnostic criteria and cut-off points. The heterogeneous structure of dyscalculia and its frequent co-occurrence with comorbid conditions such as dyslexia and ADHD were emphasized, and the bidirectional interaction with math anxiety was analyzed. Working memory deficits were shown to be particularly pronounced in visuospatial and executive function components. The findings confirm that dyscalculia is a multilayered learning disability that cannot be explained by a single factor. It was concluded that early diagnosis, multidimensional assessment, and individualized intervention approaches are of critical importance for both academic achievement and emotional well-being.
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