Updated

Stanford University researchers reported in JNeurosci that children with developmental dyscalculia struggle to select and switch math problem-solving strategies, and that brain activity patterns linked to these differences could predict some math-related abilities. The study, led by Oliver Lasnick and colleagues, followed 68 children aged 8 to 10 and examined how they approached problems, how well they used different strategies, and how their brain activity related to performance. Compared with children without the condition, those with dyscalculia took longer to shift methods, responded less to changes in problem difficulty, and did not improve at choosing better approaches over time. The brain activity differences were found in a particular brain system and could predict how effectively children counted and how well they switched between approaches. The findings point to attention, memory and cognitive flexibility, which are executive functions, as possibly contributing to the condition. The study does not establish that these brain differences directly cause dyscalculia. Lasnick said the disorder reflects multiple interacting cognitive and neural processes rather than one shared problem, and the research suggests looking beyond whether a child gets the right answer when designing support.