Time processing skills in individuals with math impairment and Developmental Dyscalculia.
Kids with dyscalculia often misjudge time, so clock their timing skills before teaching math.
01Research in Context
What this study did
Federica et al. (2026) looked at every paper that tested how kids with developmental dyscalculia feel the passage of time. They only kept studies that used clocks, tapping, or computer timing tasks. The goal was to see if these children judge seconds and minutes the same way as typical kids.
What they found
Most kids with dyscalculia think a short wait lasts longer than it really does. The error is bigger when the interval is longer than one second. Results for very quick flashes, under a second, are mixed—some kids are fine, some are not.
How this fits with other research
Bieber et al. (2016) did the same kind of big review, but for fine-motor tests in DCD. Both teams say: pick the right tool for the right skill.
Subramaniam et al. (2023) watched real classrooms and saw only 61 % of math time is true teaching. That low number makes sense if kids also lose track of time during lessons.
van Wingerden et al. (2017) found kids with mild ID need extra checks for early reading pieces, including timing of sounds. Together these papers show time skills matter across diagnoses—math, reading, or motor—not just dyscalculia.
Why it matters
Before you write a math goal, test how the student judges ten seconds, thirty seconds, and two minutes. If they stretch or shrink those gaps, start with visible timers and count-down strips. Fix time sense first and new math skills may stick better.
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02At a glance
03Original abstract
In recent years the literature has investigated the relationships between time processing (TP) abilities and mathematical/numerical skills, considering a possible overlap in cognitive systems aimed at processing different types of magnitudes. In this framework, the description of TP deficits in individuals with Developmental Dyscalculia (DD), that is the aim of the present work, could offer both theoretical contribution and practical implications. Specifically, this review addresses three complementary aspects: 1) theoretical accounts of the potential association between time and number processing, 2) methodological approaches to assess TP, and 3) empirical findings from the existing literature on TP and DD. The present systematic review was conducted across five databases and through citation searching. A total of 12 cross-sectional studies were included in this review. The evidence shows a general trend of underestimating temporal durations in populations with DD, but findings are inconsistent for sub-second time intervals, particularly regarding specific time tasks. Future research should standardize methodologies and clarify terminologies in TP research to improve the reliability and comparability of results. Furthermore, the individual variability in TP skills within the DD population suggests that personalized assessment approaches could be beneficial.
Research in developmental disabilities, 2026 · doi:10.1016/j.ridd.2025.105182