Summary
In the discussion about the term “dyscalculia“, it is often demanded to do without it completely and to replace it by the term “difficulties in learning to calculate”, since labelling, stigmatisation or even pathologising should be avoided. It is important to consider not only the causes in the basal area (congenital and neuropsychological causes) but also the socio-cultural and family conditions, because a child’s school-related factors and emotional problems can and should also be considered in the context of researching the causes. This means that dyscalculia can be distinguished from other problems in mathematics lessons in accordance with ICD 10, but other important components of cause study should be included, as they could be very important for therapy.
Early detection of the problem is of central importance.Thus, in addition to serious problems in the mathematical field, symptomatic secondary symptoms (conspicuous behavior, etc.) may have a lesser impact. Due to the many different causes, which in turn cause different symptomatology, a therapy should always be tailored to the individual.
Individual therapies are therefore preferable to group therapy, as the diagnosis should always be continued and the therapy adapted accordingly. Further therapeutic approaches may be necessary beyond the individual therapy (see below).
