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Abstract
Dyscalculia, although officially acknowledged, is more controversial than dyslexia. It is particularly problematic for mathematics educators, involving evidence from non-educational paradigms and raising issues about the nature of mathematics, learning and inclusion. Theories based on a number-processing brain area challenge socio-cultural views of mathematics learning and suggest that innate representational systems play a key role. However, a medical model of mathematical disability undervalues social factors of learning, suggesting a more complex model of mathematics difficulties is required. The issues raised suggest implications for mathematics teaching and research, including the need for compensatory strategies for some children with cognitive difficulties and the possible prevention of mathematics difficulties.