Pedagogical Investigation of Dyscalculia

Pedagogical Investigation of Dyscalculia
The research project "Measurement of Cognitive Abilities in Light of Affective Factors - Pedagogical Investigation of Dyscalculia" is currently being implemented at Eötvös Loránd University. 

Identification of a Social Problem

The Pedagogical Investigation of Dyscalculia (DPV) test battery reveals astounding results regarding the quantitative and qualitative evaluation of cognitive abilities in kindergarten and preschool children. The analysis of correlations points to the significant role of causal factors, such as language background and the acquisition of cultural techniques. Influential affective factors, psychosomatic symptoms, and socioeconomic status must not be overlooked. The aim of the study is to draw attention to the importance of prevention (affective and cognitive) and the significance of collaboration between families and related professions.

Expected Social/Economic/Environmental Impact of the Research

The project "Early Assessment of Mathematical Abilities and Screening of Affective Factors" represents a paradigm shift in mindset. Accurate and high-quality ability diagnostics have a decision-making impact that influences a child's life and future in the right direction, leading to societal benefits. Habilitation processes can start on time, preventing the accumulation of ability-related problems and allowing children to start school with stable foundational skills. This saves institutions and families from additional development costs. Moreover, individuals become valuable members of society and the labor market in multiple competency areas. One prominent tool for diagnostics is the Dyscalculia Pedagogical Investigation test battery, and its validation would enrich pedagogical differential diagnostics with a unique instrument. The digitization of its evaluation system makes it easily accessible to professionals, reducing unnecessary paper usage and printing costs.


Bernadett Svraka (Eötvös Loránd University, Faculty of Primary and Pre-School Education)
More about the 2021–2022 phase of the research