Mathematical Learning Difficulties Among Indian Students: Evidence Review And Secondary Analysis Of National Learning Data

Mathematical learning disability (MLD) - spanning from inability to achieve at an overall low level in basic numeracy up to a learning disability with disproportionate disadvantage in mathematics (which is frequently characterized as developmental dyscalculia) is a significant impediment to education in India. MLD is not one problem only but rather a continuum of difficulties related to number sense, fact recall, procedural fluency and mathematical thinking which are commonly exacerbated by attentional and linguistic requirements of classroom instruction (Geary, 2004, 2010). This paper is a synthesis of the evidence on the nature, correlates and educational implication of MLD in Indian students and triangulates the evidence with secondary national learning data. Findings on the cognitive and educational research on math anxiety and dyscalculia and Indian literature on the identification, prevalence, and school reaction to it were integrated using a narrative review approach (Ramaa and Gowramma, 2002; Mogasale et al. , 2012; Scaria et al. , 2023). Further, rural learning outcomes based on the ASER national results were examined as a secondary trend to define Grade 3, 5, and 8 foundational levels of arithmetic achievement (ASER Centre, 2022, 2024). On the national level, the percentage of Grade 3 children who were capable of performing at least subtraction increased to 33. 7% (2024), and those who could do division to 30. 7% (2024), which was a sign of post-pandemic recovery but still left a basement (ASER Centre, 2024). According to Indian clinical and school-based literature, establishing a valid prevalence of learning disorders with comorbidities with other learning and attention problems is needed due to the suggestion that the prevalence of learning disorders comorbid with dyscalculia are non-trivial and often under-identified (Karande Chacko Ministry of Education, 2020, 2021). \\