Abstract
Specific learning difficulties are increasingly the focus of consideration in modern mathematics education. The paper presents a theoretical analysis of the most significant difficulties in learning mathematics, where special emphasis is placed on dyscalculia. The aim is to shed light on the basic features and specifics of dyscalculia in mathematics teaching. The structure of this paper consists of three parts. First, the basic determinants of dyscalculia are presented. Secondly, it was determined how and in what way to recognize this difficulty in teaching mathematics in students. Third, some recommendations are presented through which reliable strategies can be created to help students with dyscalculia. Considering the analysis of relevant professional and scientific literature, it was concluded that learning difficulties should not be neglected by both teachers and parents, but should be approached in an adequate way in order to mitigate and overcome them. A variety of didactic materials and mathematical games play a significant role in working with students diagnosed with dyscalculia.
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