ABSTRACT
This chapters focuses on systematic reviews that indicate efficient ways to help children with developmental dyscalculia. According to L. S. Fuchs et al., there are seven principles that contribute to the development of effective learning of children with developmental dyscalculia in intensive intervention programmes. In addition, children with low attainment in mathematics were able to use the decomposition strategy more often than children with developmental dyscalculia. According to R. Cohen-Kadosh et al.’s systematic review, which was based on ten cognitive, educational and neuroscience studies, caution is still needed regarding interventions for developmental dyscalculia. However, in post-training children with developmental dyscalculia started to activate the same brain areas as the controls making groups morphologically indiscriminate; in other words, the tutorial promoted normalization of brain function. Neuropsychological remediation was effective in the treatment of eight–nine-year-old Iranian girls with developmental dyscalculia. For children diagnosed with developmental dyscalculia, case studies revealed improvements in performance.
