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Dyscalculia is defined as a specific learning difficultyaffecting a person’s ability to understand and/or manipulate numbers. Like dyslexia, dyscalculia can be caused by a visual perceptual deficit. Dyscalculia is often used to refer specifically to the inability to perform operations in math or arithmetic, but is defined by some educational professionals as a more fundamental inability to conceptualize numbers themselves as an abstract concept of comparative quantities. It is a lesser known disability, much like dyslexia anddyspraxia. In fact, it is considered by some to be a variation of dyslexia.

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Children typically learn basic numerical and arithmetic principles using finger-based representations. However, whether or not reliance on finger-based representations is beneficial or detrimental is the subject of an ongoing debate between researchers in neurocognition and mathematics education. From the neurocognitive perspective, finger counting provides multisensory input, which conveys both cardinal and ordinal aspects of numbers. Recent data indicate that children with good finger-based numerical representations show better arithmetic skills and that training finger gnosis, or “finger sense,” enhances mathematical skills.

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Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD.

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Today experts say that specialised teaching for children with dyscalculia, or “number blindness”, should be widely available in the UK. Professor Brian Butterworth from University College London and Oxford University mathematics professor Marcus Du Sautoy debate if dyscalculia is a serious disorder.

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Professor Amanda Kirby describes that difficulties that some children face doing maths. She also discusses dyscalculia.

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