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Dyscalculia exists in a number of different varieties, each involving a specific difficulty in solving mathematical tasks. It corresponds with mathematical performance to dyslexia in the area of reading. The majority of children and adults who are subject to dyscalculia have the ability to read and the ability to understand what is read unimpaired, although about 20–30 % of those who are subject todyscalculia are characterized by having difficulties  readingand with mathematics. They often require extensive mental strain to carry out even simple arithmetic tasks. They countusing their fingers as a visual aid far into the upper grades. Difficulties of this sort are categorized as automatisation difficulties.

Children and adults subject to dyscalculianever-theless tend  to be of normal intelligence, but often present an uneven picture in their results on intelligence tests. Their problems reflect not emotional issues but difficulties in mentally connecting with specific types of thought processes.

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