Heterogeneity of Dyscalculia Risk Dependent on the Type of Number Line Estimation Task and the Number Magnitude.

Abstract

An ability that is impaired in developmental dyscalculia (DD) is related to number line estimation (NLE). However, due to variability in NLE task performance, group differences do not exemplify the real difficulty level observed in the DD population. Thirty-two of the fifty-two participants posing dyscalculia risk (DR) (mean age = 9.88) experienced difficulties in mathematics. All the children performed two number-to-position tasks and two tasks requiring a verbal estimation of a number indicated on a line, utilizing the ranges 0–100 and 0–1000. The results showed that the estimation error in the verbal task was greater in the DR group than in the typically developed (TD) group for the 0–1000 range. In the number-to-position task, group differences were found for both ranges and the variability within both groups was smaller than it was in the verbal tasks. Analyses of each of the 26 numerical magnitudes revealed a more comprehensive pattern. The majority of the group effects were related to the 0–1000 line. Therefore, considerable data variability, especially in the DD group, suggests this issue must be analyzed carefully in the case of other mathematical capacities. It also critically questions some well-established phenomena and norms in experimental and diagnostic practices.