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The Science of Mathematics Learning: An Integrative Review of Neuroimaging Data in Developmental Dyscalculia

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Applying the Science of Learning to Education

Abstract

Developmental dyscalculia is a persistent learning difficulty characterized by difficulties in acquiring mathematics skills and deficits in neural structure and function, which affects approximately 5–8% of school-aged children. Yet much is still unknown on the heterogeneous antecedents, underlying causes and mechanisms of dyscalculia. With the availability of various non-invasive neuroimaging techniques and brain analyses methodology, developmental cognitive neuroscience emerged as an interdisciplinary field to inform our understanding of the biological causes and characteristics of this learning difficulty. This chapter reviews the current limited literature on developmental dyscalculia and summarizes the emerging patterns of math learning difficulties. It was found that children with developmental dyscalculia, compared to their typical develo** peers, showed both functional and structural differences. Functionally, they showed (1) either weaker or stronger brain activations in mathematics tasks in the fronto-parietal network anchored in the intraparietal sulcus; (2) failure to modulate neural activity in tasks with different difficulty levels; and (3) the usage of multiple compensatory mechanisms, recruiting more brain regions or/and stronger activations. Structurally, they showed: (1) grey matter deficits in the parietal lobe anchored in the intraparietal sulcus; (2) white matter deficits in the superior longitudinal fasciculus. At an overarching level, children with developmental dyscalculia can be characterized by differentiations in the fronto-parietal network which supports effective mathematics processing, as compared to typically develo** peers. Finally, limitations in the existing literature and future directions are discussed.

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Acknowledgements

This research was funded by the Singapore National Research Foundation (NRF) under the Science of Learning Initiative (NRF2016-SOL002-003). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NRF or NIE.

The authors acknowledge with sincere thanks the contribution of Zhu Hua for the figures in this chapter.

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    Wang Fengjuan & Azilawati Jamaludin

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  1. Wang Fengjuan
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Correspondence to Wang Fengjuan .

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Wei Loong David Hung

  2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Azilawati Jamaludin

  3. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Aishah Abdul Rahman

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Fengjuan, W., Jamaludin, A. (2023). The Science of Mathematics Learning: An Integrative Review of Neuroimaging Data in Developmental Dyscalculia. In: Hung, W.L.D., Jamaludin, A., Rahman, A.A. (eds) Applying the Science of Learning to Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-5378-3_3

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