Assessment of mathematical learning in students with secondary school Dyscalculia: A systematic review of the literature

Abstract

The evaluation of mathematical learning represented a critical challenge in secondary education, especially in view of the incidence of dyscalculia, a disorder that hindered numerical management and affected overall academic performance. This research analyzed the impact of assessment strategies and the use of pedagogical resources on students with this condition. The general objective was to examine the scientific production of the last five years on the assessment of mathematical learning and dyscalculia to identify effective inclusive practices. The methodology was based on a systematic review of the literature with a qualitative approach and descriptive level, under the PRISMA protocol, which allowed the selection of 39 articles from databases such as Scopus, SciELO and Dialnet. The results showed that traditional methods of timed assessment were insufficient, while the use of technological tools and recreational resources facilitated a more accurate measurement of cognitive progress. It was also identified that emotional support and teacher training were decisive in reducing student frustration. It was concluded that a multidimensional assessment adapted to individual needs guaranteed not only improvement in numeracy skills, but also greater motivation and success in the school career of students with dyscalculia