Logopedija, Vol. 15 No. 2, 2025.
Pregledni rad
https://doi.org/10.31299/log.15.2.4
Functional differences in brain activation in children with dyscalculia during different mathematical tasks and operations – a systematic review
Ella Senjanin
orcid.org/0009-0009-8588-4354
; Klinički bolnički centar Rijeka, Klinika za neurologiju
*
Valentina Martan
orcid.org/0000-0002-4278-0194
; Fakultet za logopediju Sveučilište u Rijeci
Maja Kelić
orcid.org/0000-0002-7253-1295
; Fakultet za logopediju Sveučilište u Rijeci
* Dopisni autor.
Sažetak
Dyscalculia is a lifelong disorder of mathematical abilities and skills that can significantly affect individual’s academic achievement and daily life. It is characterised by persistent difficulties in processing numerical information, learning arithmetic facts, performing accurate or fluent calculations, and engaging in precise mathematical reasoning. The aim of this paper, based on the review of existing research, is to present functional differences in brain activation between children with dyscalculia and typically developing children during various mathematical tasks, that is, different mathematical operations. A systematic literature review was conducted in the PubMed, Scopus, and Google Scholar databases using the following keywords: developmental dyscalculia, dyscalculia, brain activation, connectivity, brain imaging, neuroimaging, behavioural measures, arithmetic, children. PRISMA criteria for reporting systematic reviews and meta-analyses were applied. Studies show that children with dyscalculia exhibit atypical brain activation during arithmetic tasks, manifested as reduced or increased activation in frontal, parietal, and occipitotemporal areas. Particular emphasis is placed on differences in activation of fronto-parietal regions and the intraparietal sulcus, a key area within a widely distributed network. Therapies involving digital training of the mental number line, arithmetic training, and mathematics teaching programmes have proven effective in facilitating functional changes within fronto-parietal brain networks. In conclusion, understanding the neurobiological foundations of dyscalculia is crucial for timely intervention and the development of effective diagnostic and therapeutic tools. Further longitudinal studies are needed to clarify causal mechanisms and the long-term effects of interventions.
Ključne riječi
dyscalculia; brain activation; mathematical tasks; neuroimaging
Hrčak ID:
343654
URI
Datum izdavanja:
31.12.2025.
Posjeta: 729 *