A systematic review of interventions for children presenting with dyscalculia in primary schools

Abstract

Background: The acquisition of numerical competency is imperative for individuals in society for quality of life and economic well-being. Many children have significant mathematical learning difficulties, this is known as dyscalculia. The prevalence rate for dyscalculia ranges between 3.5%–6.5% of the school-age population. Primary studies report on interventions for children presenting with dyscalculia, however it is difficult to compare these studies without a systematic approach to an evaluation for methodological rigor. Aim: To systematically review available literature of interventions for children presenting with dyscalculia in primary schools in order to provide an evidence base of filtered information assessed for methodological rigor and coherence. Method: The study evaluated literature from 2004 to 2014 that report on interventions for primary school children presenting with dyscalculia. Studies that were included in the review were only full-text, English articles published within the specified timeframe reporting on the focus of the study. University of Western Cape databases were accessed for literature for inclusion in the study. The studies were assessed at title, abstract and full text levels for quality based on the inclusion and exclusion criteria. Meta-synthesis of included texts was conducted incorporating it with the RE-AIM framework. Permission to conduct the proposed study was obtained from relevant Ethics Committee at the University of the Western Cape. Plagiarism was avoided by acknowledging other people's work and collaboration was taken into consideration as the review entailed working with paired reviewers. Findings: The findings in the studies provide a base of effective interventions that can be used in the school setting in different domains and levels such as individually, holistically or through various instructions for children presenting with dyscalculia