go ad free nowHow children approach mathematical problemsTired of too many ads?
go ad free nowWhat researchers found in the brain activity patternsStudy highlights differences among children with dyscalculiaSome children continue to struggle with mathematics even after repeated practice.
The findings suggest that affected children may have trouble not only solving mathematical problems but also recognising when a particular strategy is not working and switching to another.Published in(JNeurosci), the study examined children's problem-solving behaviour alongside patterns of brain activity.
Children with dyscalculia were less responsive to these changes and showed less improvement over time in selecting more suitable problem-solving strategies.The team also examined brain activity while the children worked on mathematical problems.
Children use them to keep track of calculations, consider possible answers and decide whether to continue with an approach or try another.The study identified associations between brain activity and the cognitive difficulties experienced by children with dyscalculia.
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How children approach mathematical problems
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What researchers found in the brain activity patterns
Study highlights differences among children with dyscalculia
Some children continue to struggle with mathematics even after repeated practice. While they may find it difficult to remember calculations or work through sums, the problem could also lie in how they approach a question and decide when to try a different method.A study by researchers at Stanford University has examined this aspect of mathematical learning in children with developmental dyscalculia, a condition associated with persistent difficulties in understanding and learning mathematics. The findings suggest that affected children may have trouble not only solving mathematical problems but also recognising when a particular strategy is not working and switching to another.Published in(JNeurosci), the study examined children's problem-solving behaviour alongside patterns of brain activity. The research was highlighted in a November 2026 news release by the Society for Neuroscience, which publishes the journal.The researchers, led by a team at Stanford University, studied 68 children aged 8 to 10 to examine the strategies they used while solving mathematics problems.A child working out a sum can arrive at the answer in several ways. For example, to solve 8 + 7, one may count forward from eight, recall the answer from memory or break the calculation into smaller steps, such as 8 + 2 + 5.The ability to choose between these methods becomes particularly relevant as mathematical problems become more difficult.The study found that children with developmental dyscalculia were less efficient across all three approaches: counting, recalling mathematical facts and breaking calculations into smaller parts. They also took longer to switch from one strategy to another.Another difference emerged when the researchers changed the difficulty of the problems. Children with dyscalculia were less responsive to these changes and showed less improvement over time in selecting more suitable problem-solving strategies.The team also examined brain activity while the children worked on mathematical problems. The analysis identified differences in activity across several regions, including the frontoparietal cortex, hippocampus and areas associated with visual processing.These patterns helped researchers distinguish children with developmental dyscalculia from those who were more proficient at solving mathematical problems.The analysis also showed that patterns of brain activity could predict certain mathematical abilities, including how efficiently children counted and how sensitive they were to changes in problem-solving strategies.The findings involved executive functions, which include mental abilities that help people maintain attention, hold information in their memory, make decisions and adjust their thinking when needed.These functions are involved in several stages of mathematical problem-solving. Children use them to keep track of calculations, consider possible answers and decide whether to continue with an approach or try another.The study identified associations between brain activity and the cognitive difficulties experienced by children with dyscalculia. It did not establish that the observed brain differences directly cause the condition.The researchers also reported variations in the cognitive and neural processes associated with developmental dyscalculia.Lead author Oliver Lasnick discussed these differences in a statement released by the Society for Neuroscience."Importantly, this study also emphasizes the individual variability observed in dyscalculia, further demonstrating that the disorder reflects cognitive and neural dysfunction across multiple processes," Lasnick said.The researchers noted that further work is needed to understand the different cognitive and neural mechanisms involved in the condition. They also identified the need to examine whether interventions targeting these difficulties can lead to improvements in mathematical learning.Developmental dyscalculia is estimated to affect around 7% to 10% of children.
