Disentangling Developmental Dyscalculia: Phenotypes, prevalence and game-based intervention

Invited lecture at the University College London, UCL Institute of Education, Mathematical Cognition Group Seminar Series on 6th July 2022
This conferences includes findings of two studies presented at the MCLS2022, the Mathematical Cognition Learning Society meeting at Antwerp - Belgium, in two independent symposia. The first study had two aims, to estimate the prevalence of Developmental Dyscalculia (DD) in a developing country contrasting z-scores and percentiles in numerical cognition tasks and to investigate the developmental framework of numerical cognition, based on two theoretical models (Triple Code and Four Steps Model) using a cognitive battery for the diagnosis of DD. This research is published at DOI: https://doi.org/10.3390/brainsci12050653. The second study concerns to a game-based learning tool developed to support mathematical learning in children. This study aimed to examine whether children’s in-program progress (i.e., the number of content areas, exercises, and percentage correct responses) in Calcularis® could predict children’s overall numerical cognition performance and per composite scores on the light of two theoretical models (Four Steps Model and Numeracy Component Model). This researcher is submitted and under review. (Registration DOI https://doi.org/10.17605/OSF.IO/5YRZM).