Exploring Number Sense in Students with Dyslexia, Dyscalculia, and Dysgraphia

This study examines number sense in students formally diagnosed with dyslexia, dyscalculia, and dysgraphia - specific learning difficulties that do not impact intelligence but affect reading, writing, and calculation. Five students completed a test of 33 tasks divided into six components that measure different aspects of number sense. The lowest performance was recorded in understanding the size and meaning of numbers (7%), while the best results were achieved in evaluating and comparing expressions without calculation (40%). Students were more successful when solving tasks set in an everyday context that allowed for assessment and logical reasoning, and did not require the technical execution of algorithms. The interviews further confirmed the importance of individual attention and support from teachers. These findings highlight the importance of functional, visually supported mathematics instruction, as well as systemic support for students with difficulties, in enabling them to learn mathematics in a more effective, meaningful, and motivating way.