Dyscalculia and math anxiety are two distinct conditions that are often mistakenly equated. It is important to understand the difference between them. Math anxiety refers to the fear or anxiety experienced when solving math problems. It is not considered a specific medical condition but rather a description of the anxiety that arises in the context of mathematical concepts and operations. On the other hand, dyscalculia involves difficulties in understanding and working with both symbolic and non- symbolic numbers, as well as struggling with mathematical symbols and broader mathematical and arithmetic thinking. While dyscalculia and math anxiety are distinct conditions, it is common for individuals with dyscalculia to also experience math anxiety.

The research conducted in North Macedonia

Until now, there were no precise statistics regarding the number of students who struggle with dyscalculia in N. Macedonia and that number is important in order for professionals to know how many children need to be supported during their education. On the other hand, there are students who are not dyscalculic but still have lower math achievements due to math anxiety, and a distinction between the two groups needed to be done. We have gained the data trough conduction of quantitative research in the primary schools in each partner country. In the initial phase, the experts have decided on the appropriate number of participants in the research, their age, and the number of schools that were included, and most importantly, they have determinate the research instrument that was used. After the research preparation phase was finished, field research was conducted in the schools using the previously chosen assessment tool. The last phase was intended for data analysis and interpretation of the results.

The number of dyscalculia students gained through these research, is not only relevant to the participants of this project but all professionals working in the field of special education and rehabilitation and beyond. This statistic lets us know the exact number of students that need to be supported in schools and is actually a base for any change in that direction. Without it, the authorities have nothing to refer to when creating new education policies. This research in North Macedonia was conducted in a summer school center in Skopje on a population of 30 children (13 females, 17 males) on an age (between 6, 11 and 8, 4 years) in second and third grade. The research was conducted one on one with every student with duration of 30 minutes to one hour. Dyscalculia Assessment was used as a research instrument.

The goal of this research was to discover several specific characteristics in the performance of math tasks which are specific for the students with risk of dyscalculia and math difficulties. These characteristics at the same time can be the indicator of the risk for this condition and the manner in which she is differentiated from the similar conditions such as dyslexia or ADHD. Apart from the characteristics of certain students with a risk for dyscalculia and math difficulties, the goal was to examine the group gender characteristic related to the risk of dyscalculia. The last goal was to examine how the students’ age influences the total score, and should we expect that the older students will have higher scores.

The results

• The research shows that 13, 3% of the students from second and third grade have completely negative opinion of mathematics and the school in general.
• Two out of 30 students in one classroom are using unsuitable strategies for solving math exercises.
• 7% of the students have difficulties in counting even numbers. 
• 7% of the students in second and third grade have difficulties in writing or reading the numbers.
• 14% of the students show failure in addition with the numbers 1 and 2.
• 27% of the students use unsuitable strategies for subtraction with the numbers 1 and 2.
• 30% of the students use unsuitable multiplication strategies.
• 17% of the students from second and third grade do not know how to draw a cube.
• 10% of the student have no knowledge of the subtraction strategies.

The research conducted in Italy

The proficiency in numerical and arithmetical skills among Italian students shows considerable variation starting from the third grade onward. In response to this, a 'math problems' exercise is introduced in the third class. Testing involved a non-clinical sample of 54 students across different grades, excluding those with specific diagnoses, language barriers, or extreme outliers in performance.

The AC-MT-3 tests, organized by age groups, encompass written operations, numerosity judgment, and transformation into numbers, sorting, and math problems. Performance is assessed across four categories: Excellent, Sufficient, Attention required, and Immediate Intervention. The data collection approach is quantitative. Key findings in terms of attention and immediate intervention needs are as follows: Immediate intervention is warranted in the exercises of ‘written operations,’ ‘judgment of numerosity,’ ‘transformation into numbers,’ and ‘sorting,’ with percentages ranging from 1.8% to 3%. The ‘math problems’ exercise is implemented from the 3rd to the 5th level of primary school (for children aged between 8 and 10/11 years old), and the immediate intervention rate is approximately 3.6%. Attention is required at a rate of around 6% in the ‘written operations’ exercise, but this value decreases when considering the ‘judgment of numerosity.’ However, it increases again in exercises related to
sorting and transformation into numbers (around 3%). In school levels 4th and 5th, the assessment of ‘math problems’ reveals a 5% immediate intervention rate. Mathematics encompasses a wide range of skills, leading to variations in the content of standardized tests. Some tests focus on calculations and number manipulation, while others assess verbal problem-solving abilities.

Developmental dyscalculia becomes apparent in the first three years of primary school. Children with dyscalculia struggle with basic math skills, simple calculations, and memorizing multiplication tables from the start. However, an official diagnosis is typically made at the end of the third grade to avoid misidentifying slower learners who catch up with their peers during the initial years of school. The age group targeted by an assessment tool is a crucial factor, as test content differs based on age. Consequently, various standardized tests measure different skills, impacting the diagnostic process.

Currently, there's no consensus on a specific threshold or critical score (cut-off) defining dyscalculia. Math difficulties may be linked not only to specific learning disorders (e.g., reading difficulties) but also to general cognitive weaknesses (e.g., working memory, executive functions) and emotional issues like math anxiety.

The research conducted in Belgium

Official data on the percentage of dyscalculic citizens in Belgium is not available, but various studies covering different age groups or regions have been conducted. Despite this, practices remain vague and decentralized. The primary method of assessment is through "CPMS-les centres psycho-médico-sociaux" (psycho-medical-social centers), which support students with learning disorders. According to Belgian government data from 2014-2015, these centers assisted 44,000 young people up
to 21 years old, including those with learning disorders. This reflects the overall situation of dyscalculia in Belgium. Approximately 10 to 15 students out of 100 face mathematical difficulties, with 3 out of 100 experiencing advanced forms of dyscalculia. This suggests that up to 15% of students (up to 21 years old) may potentially suffer from math difficulties, and 3% may have dyscalculia, without considering different age groups. However, these numbers should be interpreted within the context of existing legislation.

The assessment commences with an informal conversation between the examiner and the student, ensuring a comfortable setting to avoid unnecessary stress. The student is explicitly informed that the test is not graded and is framed as an engaging game or activity. Tailored for primary school pupils, the test evaluates fundamental mathematical skills, daily behavior, and challenges related to mathematics. It comprises three sections: mathematical exercises, self-assessment via a set of questions, and self-assessment of daily tasks outside school (specifically designed for dyscalculic children) through another set of questions. Consisting of 10 sections, each with 1 to 2 exercises, except for the questionnaire sections that have 4 to 6 questions, the assessment covers various areas, including subtraction, reading numbers, money, addition, buying a gift, choosing numbers, finding hidden numbers, reading the time, questions about the test, and questions about mathematics. A total of 27 children, some undergoing school coaching and others residing in a boarding school, participated in the test. Among them, 5 were diagnosed with dyscalculia.

Given the diverse school population, drawing definitive conclusions from a small student sample is challenging. However, we observe that math difficulties stem from various causes. Some students face challenges rooted in their psycho-affective history, hindering their initial math learning. Articulating their anxieties can often alleviate these hurdles. Additionally, certain students struggle with grasping mathematical vocabulary or the abstract nature of calculations. Our tests revealed that support, such as counting on fingers or rephrasing, significantly enhanced the performance of these students. It's worth noting that, despite encountered difficulties, few students are genuinely discouraged from learning mathematics. This positive trend can be attributed to an increasing number of teachers receiving training or being informed about various learning disabilities. As a result, teachers are diversifying learning approaches, creating a more inclusive environment for students.

“Calculate – Courses for parents of children with dyscalculia” Erasmus+ project 2021-1-MK01-KA220- ADU-000026303 has been funded with support from the European Commission”.