ABSTRACT
Developmental dyscalculia is characterized by persistent difficulties in understanding mathematical concepts, counting and fluent arithmetic in the absence of low IQ or sensory difficulties. This chapter presents three clinical cases that highlight the characteristics of developmental dyscalculia and its impact on students’ school life. The cases describe the cognitive profiles of children with mathematical difficulties. Before determining a diagnosis of developmental dyscalculia, it was necessary to implement a specific clinical intervention on compromised components to ensure that those are resistant to intervention. The diagnosis of developmental dyscalculia is restricted to more severe cases, usually in children with mathematical performance in the 5–10 per cent bottom of the distribution. Some studies have suggested that children who rely heavily on working memory are more likely to display a negative impact of mathematics anxiety on their mathematical performance. Individuals with high levels of mathematics anxiety show a higher emotional reaction when they make mistakes in a number-related task compared to a neutral task.
