TY  - JOUR
T1  - Reasons and Remedies of Dyscalculia in Primary School: A Qualitative Synthesis of Contemporary Research Literature
AU  - Kaplan, Roza
AU  - Meylani, Rusen
PY  - 2025
DA  - July
Y2  - 2025
JF  - International e-Journal of Educational Studies
JO  - IEJES
PB  - Tamer KUTLUCA
WT  - DergiPark
SN  - 2602-4241
SP  - 248
EP  - 280
VL  - 9
IS  - 20
LA  - en
AB  - Dyscalculia, a specific learning disability affecting numerical cognition and mathematical reasoning, presents substantial challenges for primary school students. This qualitative synthesis critically examines contemporary research on its causes, impacts, and interventions while providing a novel, interdisciplinary perspective. The study uniquely integrates cognitive, neurological, socio-emotional, and educational dimensions, offering a comprehensive framework for understanding dyscalculia. It highlights cognitive and neurological deficits, including impaired number sense, working memory limitations, and atypical brain activation patterns. Genetic predispositions and environmental factors, such as ineffective teaching methods and socio-economic disparities, further exacerbate these difficulties. Beyond academic struggles, dyscalculia significantly impacts emotional well-being, contributing to math anxiety, low self-esteem, and social difficulties, which can persist into adulthood. The study also advances the field by synthesizing evidence-based interventions, including structured teaching approaches, multisensory learning, digital tools, gamification, and cognitive training. It underscores the critical roles of teacher training, parental involvement, and inclusive educational policies, such as individualized education plans (IEP) and special accommodations, in ensuring equitable access to support. Additionally, this research identifies key gaps, including the need for standardized diagnostic criteria, cross-cultural perspectives, and integration of emerging technologies. A distinctive contribution of this study is its emphasis on interdisciplinary collaboration among educators, psychologists, and policymakers to develop holistic, evidence-based strategies. Future research directions include longitudinal studies assessing intervention efficacy and the exploration of artificial intelligence and neuroplasticity-based training for dyscalculia support. The findings provide actionable insights to enhance early identification, intervention, and policy implementation.
KW  - Dyscalculia
KW  - primary education
KW  - learning disabilities
KW  - mathematical difficulties
KW  - cognitive deficits
KW  - ınterventions
KW  - educational policies
KW  - numerical cognition
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