LEVERAGING DIGITAL MANIPULATIVES IN REMEDIATION OF DYSCALCULIA: A THEORETICAL FRAMEWORK

Abstract

Acquiring mathematical proficiency is crucial for success in our contemporary society, where logical reasoning, data analysis, and mathematical skills are essential across various fields. However, individuals with dyscalculia, a neurodevelopmental disorder, struggle with basic arithmetic operations, mathematical comprehension, and reasoning. Traditional instructional methods often fail to address their cognitive profiles, making the use of digital manipulatives a promising solution. Despite the growing recognition of digital tools importance in supporting individuals with dyscalculia, there are not many comprehensive theoretical frameworks for their effective use in remediation. This theoretical research study presents a framework for leveraging digital manipulatives to remediate dyscalculia. The proposed framework integrates theories of learning, cognitive psychology, and technology to design tailored interventions for individuals with dyscalculia. By exploring the potential of digital manipulatives in addressing dyscalculia challenges, this study aims to contribute to the development of innovative educational approaches that can enhance mathematical learning outcomes for individuals with dyscalculia