Personalized educational intervention model for a primary school child with dyscalculia.

Abstract

This paper presents the results of an experimental pedagogy research project based on a single case study of a nine-year-old boy with dyscalculia, supported by USAER in a public elementary school in Ciudad Juárez between May and October 2024. An educational intervention model was implemented in a structured, multisensory, and collaborative manner to strengthen his basic numerical skills and classroom participation. The student-centered approach incorporated meaningful learning, manipulatives, games, digital technologies, and both family and interdisciplinary support. Progress was observed in working memory, number sequencing, counting, problem-solving, and self-confidence. Challenges remain in positional value, telling time, transferring from concrete to abstract concepts, and math-related anxiety.