Specialised teaching for individuals with dyscalculia（计算障碍） , the mathematical equivalent of dyslexia（难语症） , should be made widely available in mainstream¹ education, according to a review of current research published today in the journal Science. Although just as common as dyslexia, with an estimated prevalence of up to 7% of the population, dyscalculia has been neglected as a disorder² of cognitive³ development. However, a world-wide effort by scientists and educators has established the essential neural⁴ network that supports arithmetic（算术） , and revealed abnormalities in this network in the brains of dyscalulic learners.

Neuroscience research shows what kind of help is most needed – strengthening simple number concepts. This can be achieved with appropriate specially-designed teaching schemes, which can be supported by game-like software that adapts to the learner's current level of competence⁵.

Professor Brian Butterworth, co-author of the paper and a member of the Centre for Educational Neuroscience (CEN) from the UCL Institute of Cognitive Neuroscience, said: "Dyscalculia is at least as much of a handicap（障碍） for individuals as dyslexia and a very heavy burden on the state, with the estimated cost to the UK of low numeracy（计算能力） standing⁶ at £2.4 billion."

"Nevertheless, there are only cursory⁷（粗略的） references to the disorder on the Department of Education website - no indications are offered for help either for learners, teachers or parents. It's as if the government does not want to acknowledge its existence."

Like dyslexia, dyscalculia is a condition we are born with, and may be heritable in many or most cases. Research from twins and special populations suggests that an arithmetical disability has a large genetic⁸ component⁹, but the genes¹⁰ responsible have not yet been located.

Professor Diana Laurillard, another co-author and a member of CEN from the Institute of Education (IOE), University of London, said: "Just because dyscalculia is inherited it does not mean that there is nothing that can be done about it. As with dyslexia, specialized¹¹ teaching can help. At the IOE we have developed software resources specifically to help children with dyscalculia, based on brain research showing exactly what problems the brain is having."

One of the main challenges of the effort to understand dyscalculia, is for scientists from these very different disciplines to understand each others' methods and results. The creation of interdisciplinary（各学科间的） and inter-institutional centres to promote joint¹² work, such as the Centre for Educational Neuroscience established by UCL (University College London); the Institute of Education, University of London and Birkbeck University of London, aims to address this challenge.

Professor Laurillard added: "Results from neuroscience and developmental psychology¹³ tell us that dyscalculic learners need to practice far more number manipulation tasks than mainstream learners. Adaptive, game-like programs that focus on making numbers meaningful, emulating¹⁴ what skilled SEN teachers do, can help learners practice beyond the classroom and build the basic understanding they need to tackle arithmetic."