Dyscalculia is a learning disability in Mathematics. The prevalence rate of dyscalculia is between four to six percent among the population. Dyscalculia affects the academic achievement, social relationship, and even lifestyle of an individual. The purpose of this paper is to discuss two theories and two models of dyscalculia, namely Cognitive Development Theory, Theory of Minimal Cognitive Architecture, Triple-Code Model, and Model of Number Processing System. Piaget’s Cognitive Development Theory explains that every pupil has their own individual differences in cognitive development. Four stages of cognitive development are sensorimotor, preoperational, concrete operational, and formal operations. Anderson’s Theory of Minimal Cognitive Architecture demonstrates the ways of knowledge transmitting into brain. Pupils with learning disabilities such as dyscalculia are said to be mismatched with their chronological age. Dehaene’s Triple-Code Model predicts different pathways for learning in dyscalculia. Three main codes in this model are analogue magnitude representation, visual Arabic number form, and auditory verbal word frame. Six aspects in Model of Number Processing System are arithmetic facts, calculation procedures, Arabic numbers comprehension, verbal numbers comprehension, Arabic numbers production, and verbal numbers production. Overall, these theories and models are particular and suitable to be used to support the study in dyscalculia. Based on the theoretical framework, the learning process of dyscalculic pupils can be identified. The implication of this paper is they can be used to design a model or module for dyscalculia and to develop the instruments suitable for dyscalculic pupils.

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