Dyscalculia in children as a systemic problem of education

This article analyzes the researches by a number of national and foreign scholars on the issue of dyscalculia. The review of the results obtained allows tracking the changes in the concept of dyscalculia, its diagnostic criteria and strategies for targeted intervention designed for children of pre-school and primary school age. The analyzed studies basically refer to the modern understanding of the basic properties of dyscalculia - heterogeneity and the background of its formation, neuroanatomical prerequisites and the risks of inadequate interpretation of empirical data. They also define the primary and secondary dyscalculia and give an idea of the range of educational technologies. The article outlines the features of foreign and national approach to this issue. It appears that the priority of the problem of dyscalculia remains underestimated in comparison to dyslexia and other systemic psycho-pedagogical problems of childhood

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