UCSF Dyscalculia Subtyping Battery

How can we identify specific math learning differences in children?

There is currently no consensus about the different subtypes of math learning differences in children. Therefore, currently it is very challening for clinicians to diagnose developmental dyscalculia.

Based on extensive neuroscientific literature (see publications below) that has identified partially dissociable brain networks for different math domains, we created the The UCSF Dyscalculia Subtyping Battery (DSB).

We have already piloted the UCSF-DSB in over 250 students from grades 2 to 8. Our results demonstrate that the UCSF-DSB can reliably identify four subtypes of math learning differences:

• Number processing
• Arithmetic procedures
• Arithmetic fact retrieval
• Geometrical/Visuospatial abilities

Checkout our preprint here!

See example items below from the subtests of the UCSF-DSB:

In addition to elementary math abilities, the UCSF-DSB also targets:

• Complex math skills (e.g. simplifying expressions, solving equations)
• Teaching exposure (which could potentially explain the child’s difficulties)

Next Steps

Develop a simplified UCSF web-based math battery to identify children at risk for math learning differences prior to elementary school.

Key references that guided the development of the UCSF-DSB:

• The Mathematical Brain
• The Number Sense: How the Mind Creates Mathematics
• Numerical and arithmetical deficits in learning- disabled children: Relation to dyscalculia and dyslexia
• Cognitive mechanisms in numerical processing: Evidence from acquired dyscalculia
• Cognitive Mechanisms in Number Processing and Calculation: Evidence from Dyscalculia
• Developmental Dyscalculia: heterogeneity might not mean different mechanisms
• Digit dyslexia: A Category-specific disorder in development dyscalculia
• Number development and developmental dyscalculia