Study on the origin of dyscalculia: reflections on potential correction methods in the classroom

To study a learning disorder, we must discuss the direct experience of those who are affected. However, this rigorous task must take into account analytical and experimental analysis from the empirical sciences. Precisely this point of confluence between empirical and experiential analysis can help to establish the basis of dyscalculia, which is one of the main learning disorders in the first years of life. This study focused on literature describing the neurological basis of the disorder and its symptomatology, to determine scientific evidence that justifies how the disorder is addressed in the classroom. The following conclusions were drawn: genotypic and phenotypic factors are identified as causes of dyscalculia; mathematical difficulty is a numerosity problem as well as a numerical problem; and a diagnosis based on the greatest number of possible symptoms is recommended to treat the disorder properly.