Abstract
Abstract This issue of Trends in Neuroscience in Education offers some fresh perspectives on developmental dyscalculia. Here we present an overview of different theoretical approaches to identifying and defining developmental dyscalculia, and a consideration of critical measurement and experimental issues. We note a series of important caveats that must be applied when interpreting the existing research base. While there is currently no generally agreed upon functional definition of developmental dyscalculia (DD), the papers collected here represent the wide range of educational and research issues that must be considered when applying neuroscience techniques to the study of developmental disorders of number.
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