[Difficulties in learning mathematics]

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Psychology

Background:

• The term "dyscalculia" is inconsistently applied to mathematics learning disorders.
• Current diagnostic practices, particularly syndromic diagnosis, lack standardization, especially in countries without established arithmetic and geometry performance tests.

Purpose of the Study:

• To address concerns regarding the nomenclature and diagnosis of mathematics learning disorders, specifically the term "dyscalculia."
• To propose a refined classification system for mathematical learning difficulties.
• To identify essential diagnostic components for primary and secondary mathematics learning disorders.

Main Methods:

• Analysis of the term "dyscalculia" and its appropriateness for children with math learning difficulties.
• Development of a proposed classification and terminology for mathematical learning disorders.
• Evaluation of diagnostic challenges, including the use of criterion-referenced tests for assessing current and potential performance, and the integration of pedagogical, psychological, imaging, and genetic studies.

Main Results:

• A new nomenclature is proposed to supersede "dyscalculia."
• The critical need for standardized diagnostic tools for mathematics learning disorders is identified.
• The importance of assessing both current and potential performance is established.

Conclusions:

• A revised nomenclature is recommended to improve clarity in the field of mathematics learning disorders.
• The development and implementation of standardized diagnostic tests are crucial.
• Further research is required, particularly in topographical diagnosis concerning geometry and in aetiological studies with larger sample sizes.