Dyscalculia is hidden difficulties that affect many individuals who usually have average or above average intelligence, but are unable to achieve at their potential. It is a brain-based condition that makes it hard to make sense of numbers and math concepts. Individuals with dyscalculia learn maths, but they learn very slowly. They need to be taught in a way that makes it possible for them to use their abilities to compensate for their weaknesses. One of the serious consequences of dyscalculia is that children who suffer from them do poorly in school unless they are helped. The children with dyscalculia experience emotional problems also. They have conflicts in their learning conditions which makes them emotionally problematic. Pseudo-dyscalculia is a big and important group in which learning difficulties arise from emotional blockings. The purpose of this article is to review research regarding each of these types of interactions and to draw implications for children who may have pseudo-dyscalculia i.e. emotional functioning and learning disabilities in mathematics.
