Half a century of study to understand dyscalculia and its research trends

• Autores: Estefanía Espina, José María Marbán Prieto , Ana Maroto Sáez
• Localización: ReiDoCrea: Revista electrónica de investigación y docencia creativa, ISSN-e 2254-5883, Vol. 13, 2024, págs. 530-576
• Idioma: inglés
• Títulos paralelos:
  • Medio siglo de estudios para comprender la discalculia y sus tendencias de investigación
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    A pesar de que la discalculia tiene una prevalencia estimada de aproximadamente un 5% entre la población escolar, sigue siendo un trastorno poco conocido socialmente, habiendo recibido mucha menos atención que otras dificultades de aprendizaje o trastornos. Esta investigación muestra los resultados de un riguroso proceso de revisión sistemática llevado a cabo sobre una selección de documentos relevantes en el ámbito de la discalculia procedentes de Web of Science y Scopus publicados entre 1970 y 2020, incluyendo tanto publicaciones en inglés como en español. Atendiendo a la temática abordada los resultados indican que el enfoque diagnóstico y su instrumentalización es la más dominante, seguida por el estudio de alteraciones neurológicas, la caracterización de sintomatología propia de la discalculia, la comorbilidad con otros trastornos, estudios orientados a procesos y protocolos de intervención, propuestas de clasificación de diferentes tipos de discalculia y, finalmente, investigaciones sobre relaciones entre ansiedad matemática y discalculia. Así, se concluye que, si bien se han producido notables y numerosos avances en el diagnóstico de la discalculia, incorporando más y mejores técnicas e instrumentos de detección, no parece observarse un crecimiento y avance tal en relación con el aporte de evidencias procedentes de la investigación para el desarrollo de intervenciones, principalmente educativas, en niños con discalculia, así como para la medición de su impacto.

  • español

    Although dyscalculia has an estimated prevalence of approximately 5% among the school population, it remains a little-known disorder socially, having received much less attention than other learning difficulties or disorders. This research shows the results of a rigorous systematic review process carried out on a selection of relevant documents in the field of dyscalculia from Web of Science and Scopus published between 1970 and 2020, including both publications in English and Spanish. Considering the topic addressed, the results indicate that the diagnostic approach and its instrumentalization is the most dominant, followed by the study of neurological alterations, the characterization of dyscalculia symptomatology, comorbidity with other disorders, studies oriented to processes and protocols of intervention, proposals forthe classification of different types of dyscalculia and, finally, research on the relationship between math anxiety and dyscalculia. Thus, it is concluded that, although there have been notable and numerous advances in the diagnosis of dyscalculia, incorporating more and better detection techniques and instruments, such growth and progress does not seem to be observed in relation to the contribution of evidence from the research for the development of interventions, mainly educational, in children with dyscalculia, as well as for the measurement of their impact.

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