A systematic review of studies on dyscalculia in mathematics education between 2000 and 2024

In this study, numerous research studies in the field of dyscalculia were examined and synthesized to comprehensively evaluate dyscalculia diagnosis methods and intervention strategies. The aim was to compile existing knowledge in this field and contribute to researchers by identifying more effective methods. A systematic review was chosen as the research method to present multiple studies as a single study. Articles were collected from TRDizin, Google Scholar, ERIC, and Web of Science databases. A total of 133 studies were accessed and analyzed. Descriptive analysis and descriptive content analysis were used in the analysis of the articles. The findings revealed that studies in this field have increased over time. Additionally, the most preferred method in the studies was found to be quantitative research, particularly experimental studies. It was determined that primary school students were the most frequently included study group. Despite the great diversity in data collection tools, the most commonly used tools were semi-structured interview forms and mathematics achievement tests. In terms of data analysis methods, descriptive analysis and ANOVA were found to be the most frequently used. According to the findings, the contexts of the analyzed articles were categorized around dyscalculia diagnosis and assessment processes, teachers' and teacher candidates' pedagogical content knowledge regarding dyscalculia, intervention strategies and instructional methods for dyscalculic students, psychosocial aspects, individuals' performance and cognitive levels, and perspectives of teachers, students, and parents. Moreover, it was found that the most commonly used methods for diagnosing dyscalculic students were clinical methods, mathematics achievement tests, and intelligence tests. Experimental studies examined in this research analyzed interventions for dyscalculic students. The analysis revealed various methods, with technology-supported methods and individualized instructional strategies being the most preferred. The analysis of teachers' and teacher candidates' views in the reviewed articles revealed insights into their knowledge and awareness levels, their ability to identify dyscalculia symptoms, intervention and support strategies, suitable learning environments, and students' social and psychological conditions.