Numerical abilities of school-age children with Developmental Coordination Disorder (DCD): A behavioral and eye-tracking study

Developmental Coordination Disorder (DCD) is a disorder of motor coordination which interferes with academic achievement. Difficulties in mathematics have been reported. Performance in the number line task is very sensitive to atypical development of numerical cognition. We used a position-to-number task in which twenty 7-to-10 years old children with DCD and 20 age-matched typically developing (TD) children had to estimate the number that corresponded to a hatch mark placed on a 0–100 number line. Eye movements were recorded. Children with DCD were less accurate and slower to respond than their peers. However, they were able to map numbers onto space linearly and used anchoring strategies as control. We suggest that the shift to a linear trend reflects the ability of DCD children to use efficient strategies to solve the task despite a possibly more imprecise underlying numerical acuity.