Download This thesis analyzes Developmental Dyscalculia not only as an instrumental deficit, but as a barrier that affects students' psychological well-being and sense of self-efficacy. Through a paradigm shift from mere correction to empowerment, the study aims to transform "learning difficulty" into an opportunity for metacognitive growth.
The core of the research is the design and testing of the LOGOS-MATH protocol, implemented at the Si.DA Multipurpose Center in Palermo. The protocol's name reflects the integration between the recovery of calculation skills (Math) and the centrality of logical thinking and conscious reasoning (Logos).
The intervention is based on three pillars: stimulation of domain-specific processes (subitizing, estimation, comparison), use of analog and digital teaching aids, and emotional-motivational support to counteract performance anxiety.
Through the analysis of the clinical case of an 11-year-old student, the study highlights how individualized and flexible treatment can defuse the negative spiral of math anxiety, as measured by the AMAS test. The results demonstrate that reducing cognitive load and valorizing errors as a resource for self-analysis improve the prognosis of the disorder.
In conclusion, the thesis emphasizes how proper pedagogical mediation and a solid alliance between family, school, and specialists are essential to guarantee the operational autonomy and full realization of the potential of the dyscalculic individual.