Background: Assistive technology has become a tool that enhances the ability of students with dyscalculia, so designing multiple sessions in some iPad applications can help reduce dyscalculia. Aims: this study was designed to investigate the effect of using some iPad apps to reduce dyscalculia. Setting: a primary school in Rafha, Saudi Arabia. Methods: out of 60 students in many schools in Rafha province, 38 students were identified as the final sample and 9.6 years were identified as the average age using standard and valid scales. The quasi-experimental method has been used to divide these students into two groups. First, an experimental group of 19 students received 28 sessions of 40 minutes four times a week. Second, a control group of 19 students who received a class program during the regular school day. This program lasted for seven weeks. Results: The study concluded that the program is effective in reducing dyscalculia. Conclusion: In this study, the efficacy of the program's in reducing dyscalculia was studied using the iPad. The sessions included a range of exercises and tasks aimed at recognizing and using mathematical symbols.
