International Research Journal of Education and Technology

The term "dyscalculia" refers to a problem with the capacity to learn mathematical concepts. Number sense, retention of arithmetic knowledge, accurate and fluent calculation, and accurate math reasoning are some of the key components of this significant area of a specific learning disability in mathematics. About 3 to 6 percent of the population is thought to be affected by dyscalculia-related issues. This essay examines the theoretical implications of maths dyscalculia and discusses some effective pedagogical strategies to help dyscalculic students. Both theoretical and descriptive methodologies are used in the investigation. Focus is placed on the theoretical issue of dyscalculia, including its definition, types, causes, typical areas of difficulty, and effects on learning mathematics. Additionally, it outlines the best manner to teach information and offers assistance to learners who struggle with maths. This article comes to the conclusion that learners who struggle with math have a variety of challenges because of their poor number sense, poor basic math fluency, poor reasoning, and inaccurate arithmetic calculation. Therefore, it's crucial to offer specialised instruction as well as additional support to improve and maintain the arithmetic skills and performance of the dyscalculic learner. If not, the student may encounter more challenging situations that go outside the boundaries of classroom learning.

Key Words:  

 Dyscalculia, Mathematics Disability, Specific Learning Disorder