Why do some children struggle with maths despite practising? Stanford brain study finds a hidden problem-solving difference
Learning maths is not always about memorising tables, formulas, or practising sums over and over. But even after much intensive effort, a few children carry on having difficulties with things their peers easily master.A second stage where the study gets interesting is that Stanford University researchers think part of the challenge may be in how kids’ brains choose, assess, and switch between different problem-solving methods.Published in The Journal of Neuroscience (JNeurosci), the research examined children with developmental dyscalculia, a condition associated with persistent difficulties in mathematical learning. The findings suggest that these children may not only struggle to perform calculations but also find it harder to recognise when their current approach is not working and when they should try another method.The research was highlighted in a November 2026 news release by the Society for Neuroscience, which publishes JNeurosci.
Why switching between maths strategies matters
Researchers led by Stanford University investigated the maths problem-solving behaviour and brain activity of 68 children aged from 8-10 years.When you solve a maths problem you have a choice of different ways you could do it. Your child might count through some numbers or they might remember the answer, or they might work out a tricky sum by splitting it into steps.For instance, when solving 8 + 7, a child might count forward from eight, retrieve the answer from memory or rearrange the calculation as 8 + 2 + 5.It is useful to be able to move between these strategies, in particular when problems get tougher.The children with developmental dyscalculia were less efficient with all approaches, whether it was counting, retrieving facts or decomposition, the researchers discovered.They also were slower to change strategies, were less affected by increases or decreases in difficulty of the problem, and less likely to improve over time by learning to select better strategies.In other words, the challenge may not always be knowing what a mathematical operation means. It may also involve recognising when one approach is no longer useful and adapting accordingly.
What brain activity revealed about persistent maths difficulties
To understand the differences further, the researchers examined patterns of brain activity associated with mathematical problem-solving.Their analysis identified distinct patterns across several brain regions, including the frontoparietal cortex, hippocampus and areas involved in visual processing. These patterns helped distinguish children with developmental dyscalculia from those who were more proficient at mathematical problem-solving.The researchers also found that brain activity patterns could predict certain mathematical abilities, including counting efficiency and sensitivity when switching between strategies.The findings draw attention to the role of executive functions, a group of mental abilities that help individuals concentrate, retain information, make decisions and adjust their thinking when circumstances change.In mathematics, these abilities can help children keep track of calculations, evaluate possible solutions and recognise when they need to try a different approach.Importantly, the study does not establish that these brain differences directly cause dyscalculia. Instead, it identifies associations between patterns of brain activity and the cognitive difficulties experienced by affected children.
What the findings could mean for students and educators
One of the important messages from the research is that persistent mathematical difficulties may involve several interacting cognitive processes rather than a single problem with understanding numbers.Oliver Lasnick, the lead author of the study, highlighted this variation in a statement released by the Society for Neuroscience.“Importantly, this study also emphasizes the individual variability observed in dyscalculia, further demonstrating that the disorder reflects cognitive and neural dysfunction across multiple processes,” Lasnick said.The researchers suggest that understanding how children select and change mathematical strategies could help guide future research into more targeted approaches to supporting students with dyscalculia.For educators and parents, the results also be a reminder to think past whether a student got the right answer. Knowing how a student tackles a problem, whether they spot errors, and how eager they are to explore other options may give more clues as to why they are struggling.Developmental dyscalculia is thought to impact around seven to 10 per cent of children. The researchers note more work needs to be done to determine the range of the cognitive and neural mechanisms involved and whether interventions to address these difficulties lead to better learning.What this study can tell us about childhood get a signal our study gives us a new way to look at a common problem children face in the classroom. For some kids, struggling with math might not only be about the process of learning the numbers, rules, and processes it might also be about the point at which they know they need to slow down and reconsider.
Source link
