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When [5] looks like [6] : a deficit of the number magnitude representation in developmental dyscalculia : behavioural and brain-imaging investigation

The learning of mathematics covers a variety of skills, such as comparing quantities, counting the number of items in a set, dealing with the numerical systems (i.e., writing and reading numbers), performing simple and complex calculations, or solving word problems. Typically, a majority of children are able to master these abilities, but an appreciable percentage of them does not and are then referenced as having developmental dyscalculia. It is clear that not being able to count efficiently, to understand the meaning of numbers, or to calculate as other children do, rapidly becomes a handicap during the development, not only at school but also in society in general, in the same way as not being able to read is. Despite the growing interest observed over these last few years, research on developmental dyscalculia or more general mathematical disability is actually much less advanced than research on dyslexia. It could be due to the complexity of the mathematics field. Several hypotheses have been proposed to account for this learning deficit, but the origin(s) of developmental dyscalculia remain(s) unclear.

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In Malaysia, children with learning disabilities are defined as those with a wide spectrum of different categories of disabilities. These include children with mental retardation, children with specific learning disabilities such as dyslexia and dyscalculia, children with emotional and behavioral disorders which include children with autism and ADHD, children with speech and language problems as well as children with motor difficulties such as dyspraxia.The main defining feature of these children is that their learning difficulties differ from the norm to such an extent that an individualized, adapted and specialized education is required to meet their needs. In order to meet their learning needs, some are placed in regular classes with supplementary instruction and services, but most of these children are placed in special education classes that are attached to normal schools. These special education classes follow a specialized curriculum, and are taught by special education teachers who are trained in special education methods of instruction

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