Walking on the number line: a playful and embodied group intervention for people with acquired number deficits (acalculia).

Numbers skills are affected in as many as 65% of cases following a stroke or abrain-injury, a condition termed ‘acalculia’. Research into re-education ofmathematical skills has focused on using intense repetitions (‘drill’). Whileeducational theory has progressed, offering more engaging, and potentially moreeffective ways of learning (and re-learning) math skills, rehabilitation work ofnumerical skills in adulthood remains largely focused on such drill strategies.Here, we report on a mixed-methods study examining the feasibility of a group-based acalculia intervention program for brain-injury survivors that is based onthe principles of embodied learning, playfulness, and enriched socialenvironment. Patients (N=4) took part in six-weekly 45-minute group sessionsinvolving games with numbers, accompanied with congruent movements.Following a 4-week break, N=3 took part in three further sessions. Performanceon number skills (theoretical and functional) was collected before theintervention (T0), after six weeks (T1) and after further three weeks (T2).Qualitative data were collected 3-months post intervention using semi-structured interviews with two patients. Results show substantial improvementson all measures at both T1 and T2. Qualitative findings emphasised theimportance of group-settings, and the impact of playful learning on cognition,engagement, learning, confidence and wellbeing. We conclude that playful grouptherapy integrating modern educational theories is feasible and can be effectivefor improving numerical skills and wellbeing. Future work should evaluate theimpact of combining multi-sensory, movement and cognitive rehabilitation toimprove patients’ outcomes.