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Manifestaciones y prevalencia de la discalculia en Educación Primaria: estado del arte

  • Raquel Meaños Asensi [1] ; José Manuel Casas Mirás [1] Árbol académico ; Marta Pérez Rodríguez [1] Árbol académico
    1. [1] Universidade de Vigo

      Universidade de Vigo

      Vigo, España

  • Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 38, Nº. 1, 2026, págs. 68-101
  • Idioma: español
  • Títulos paralelos:
    • Manifestations and prevalence of dyscalculia in Primary Education: state of the art
  • Enlaces
  • Resumen
    • español

      El estudio sintetiza el estado actual del conocimiento sobre la discalculia en Educación Primaria (de 6 a 12 años) mediante una revisión del estado del arte, abordando manifestaciones, déficits predictores, prevalencia y factores relacionados, así como el enfoque y el área temática de las fuentes seleccionadas. Se desarrolló en cuatro fases (identificación, selección, análisis y síntesis), aplicando criterios sistemáticos según las directrices PRISMA 2020 y presentando los hallazgos de forma narrativa. Los datos muestran un predominio de investigaciones de enfoque clínico-sanitario y una escasez de estudios desde la didáctica de las matemáticas. La evidencia indica dificultades en el procesamiento numérico simbólico, no simbólico y en el cálculo, con posible uso de mecanismos compensatorios y alteraciones en procesos de dominio general. Los déficits predictores se describen como heterogéneos y multifactoriales, pudiendo contribuir a la confusión con otras dificultades. La prevalencia se sitúa entre 4.5 y 10.48 %, con influencia de variables contextuales, familiares y socioemocionales. Se subraya la necesidad de realizar investigaciones empíricas desde la didáctica de las matemáticas orientadas al diseño y evaluación de acciones educativas.

    • English

      This study synthesises the current state of knowledge on dyscalculia in primary education (ages 6-12) through a review of the literature, addressing manifestations, predictive deficits, prevalence, and related factors, as well as the focus and subject area of the selected sources. The development process was structured into four phases (identification, selection, analysis, and synthesis), executed in accordance with the PRISMA 2020 guidelines, and the findings presented in narrative form. The data demonstrate a predominance of research with a clinical-health focus and a scarcity of studies from the perspective of mathematics education. The evidence suggests difficulties in symbolic and non-symbolic numerical processing and calculation, with the potential utilisation of compensatory mechanisms and alterations in general domain processes.

      The predictive deficits are characterised as heterogeneous and multifactorial, with the potential to induce confusion with other difficulties. The prevalence ranges from 4.5 to 10.48 %, influenced by contextual, familial, and socioemotional variables.

      The necessity to undertake empirical research in the domain of mathematics education, with a focus on the design and evaluation of educational initiatives, is underscored.

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