Number magnitude, magnitude of symbolic numbers or global magnitude deficit in developmental dyscalculia? A study through approximate additions in children and adults.

Key Points

• Children and adults with developmental dyscalculia show significant deficits in number magnitude abilities, impacting their learning.
• The study highlights how symbolic numbers may pose unique challenges, particularly when performing approximate additions.
• Analysis focused on different forms of number magnitude, establishing correlations and differences between populations.
• Findings suggest targeted educational strategies to help improve number understanding in those with dyscalculia.

Abstract