Digital Math Practice as an Intervention Tool for Mathematical Learning Disabilities: A Systematic Literature Review

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Abstract

One of the key hurdles to addressing mathematical learning disabilities (MLD) is that individualized instruction tailored to specific mathematics deficits is costly in terms of effort and time. Considering the high number of digital applications downloaded daily (e.g., 205.4 billion mobile apps in 2018; Statista, 2019), we can assume that numeracy activities on digital devices are becoming a common practice. Despite the high amount of technology use, only a handful of empirical evidence is available on whether digital numerical activities actually improve children’s mathematics understanding. The present paper provides a systematic review of the literature from 2000 to 2019 to shed light on the type(s) of digital numeracy practices which support learners with MLD.

Authors

• Sabrina Shajeen Alam, McGill University

• Adam Kenneth Dubé, McGill University