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  "name": "Dyscalculia statistics 2026: how common is dyscalculia?",
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      "section": "At a glance",
      "type": "key_figure",
      "title": "",
      "row": "of school-age children have dyscalculia (review of population studies)",
      "column": "",
      "value": "3–6%",
      "numeric_value": "",
      "note": "",
      "data_year": "2000",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
      "title": "",
      "row": "of 3,029 children in an Israeli population study",
      "column": "",
      "value": "6.5%",
      "numeric_value": "",
      "note": "",
      "data_year": "1996",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
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    {
      "section": "At a glance",
      "type": "key_figure",
      "title": "",
      "row": "of 2,421 UK primary school children had a dyscalculia profile",
      "column": "",
      "value": "5.7%",
      "numeric_value": "",
      "note": "",
      "data_year": "2018",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
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    {
      "section": "At a glance",
      "type": "key_figure",
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      "row": "were still in the lowest quarter for arithmetic six years later",
      "column": "",
      "value": "95%",
      "numeric_value": "",
      "note": "",
      "data_year": "2005",
      "source": "Shalev RS, Manor O, Gross-Tsur V (2005). Developmental dyscalculia: a prospective six-year follow-up. Dev Med Child Neurol, 47(2), 121-5.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/15707235/"
    },
    {
      "section": "At a glance",
      "type": "key_figure",
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      "row": "higher odds of also having dyslexia",
      "column": "",
      "value": "OR 12.25",
      "numeric_value": "",
      "note": "",
      "data_year": "2019",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
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    {
      "section": "At a glance",
      "type": "key_figure",
      "title": "",
      "row": "average effect size of targeted maths interventions",
      "column": "",
      "value": "0.52",
      "numeric_value": "",
      "note": "",
      "data_year": "2019",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
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    {
      "section": "How common is dyscalculia?",
      "type": "chart",
      "title": "Dyscalculia prevalence in population studies",
      "row": "Israel, age 11",
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      "value": "6.5%",
      "numeric_value": 6.5,
      "note": "N = 3,029, published 1996",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
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    {
      "section": "How common is dyscalculia?",
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      "title": "Dyscalculia prevalence in population studies",
      "row": "Brazil, grades 2–6",
      "column": "Prevalence",
      "value": "6.0%",
      "numeric_value": 6,
      "note": "arithmetic impairment, N = 1,618, 2016",
      "data_year": "",
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "How common is dyscalculia?",
      "type": "chart",
      "title": "Dyscalculia prevalence in population studies",
      "row": "UK, primary school",
      "column": "Prevalence",
      "value": "5.7%",
      "numeric_value": 5.7,
      "note": "DSM-5 criteria, N = 2,421, 2018",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "How common is dyscalculia?",
      "type": "chart",
      "title": "Dyscalculia prevalence in population studies",
      "row": "England, ages 8–9 and 12–13",
      "column": "Prevalence",
      "value": "5.6%",
      "numeric_value": 5.6,
      "note": "N = 1,757, 2018",
      "data_year": "",
      "source": "Devine A, Hill F, Carey E, Szűcs D (2018). Cognitive and emotional math problems largely dissociate: prevalence of developmental dyscalculia and mathematics anxiety. J Educ Psychol, 110(3), 431-444.",
      "source_url": "https://doi.org/10.1037/edu0000222"
    },
    {
      "section": "How common is dyscalculia?",
      "type": "chart",
      "title": "Dyscalculia prevalence in population studies",
      "row": "UK, ages 9–10",
      "column": "Prevalence",
      "value": "3.6%",
      "numeric_value": 3.6,
      "note": "1.3% arithmetic only + 2.3% with reading, N = 1,206, 1994",
      "data_year": "",
      "source": "Lewis C, Hitch GJ, Walker P (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry, 35(2), 283-92.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8188799/"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "United States",
      "column": "Prevalence estimate",
      "value": "No national prevalence study found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-06.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
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    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "United States",
      "column": "Closest official count",
      "value": "2,408,000 students, 4.9% of public school students (2022–23)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-06.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "United States",
      "column": "What the count covers",
      "value": "Specific learning disability under IDEA: reading, writing and maths together",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-06.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
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    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "England (UK)",
      "column": "Prevalence estimate",
      "value": "5.7% (UK primary school sample, 2018)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940. | Department for Education (2026). Special educational needs in England, academic year 2025/26 (type of need). Accessed 2026-10-06.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/ | https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "England (UK)",
      "column": "Closest official count",
      "value": "180,217 pupils with specific learning difficulty as primary need (2025/26)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940. | Department for Education (2026). Special educational needs in England, academic year 2025/26 (type of need). Accessed 2026-10-06.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/ | https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "England (UK)",
      "column": "What the count covers",
      "value": "Includes dyslexia, dyscalculia and dyspraxia; only the primary need is recorded",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940. | Department for Education (2026). Special educational needs in England, academic year 2025/26 (type of need). Accessed 2026-10-06.",
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Germany",
      "column": "Prevalence estimate",
      "value": "3–7% (clinical guideline, 2019)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
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    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Germany",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
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    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Germany",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
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      "section": "Dyscalculia statistics by country",
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      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Austria",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
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    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Austria",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
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    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Austria",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Switzerland",
      "column": "Prevalence estimate",
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      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
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      "section": "Dyscalculia statistics by country",
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      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Switzerland",
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      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Switzerland",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "France",
      "column": "Prevalence estimate",
      "value": "No French study found; international studies 3.6–7.7% (Inserm, 2007)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "France",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "France",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
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      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Belgium",
      "column": "Prevalence estimate",
      "value": "2.3–7.7% depending on age (Flanders, N = 3,978, 2004)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Belgium",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Belgium",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Spain",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-06.",
      "source_url": "https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Spain",
      "column": "Closest official count",
      "value": "Learning disorders: 26.8% of students with other specific support needs (2024–25)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-06.",
      "source_url": "https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Spain",
      "column": "What the count covers",
      "value": "All learning disorders together; dyscalculia is not reported separately",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-06.",
      "source_url": "https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Mexico",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Mexico",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Mexico",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Netherlands",
      "column": "Prevalence estimate",
      "value": "No national figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Netherlands",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Netherlands",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Brazil",
      "column": "Prevalence estimate",
      "value": "6.0% arithmetic impairment, grades 2–6, four cities (2016)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Brazil",
      "column": "Closest official count",
      "value": "No official figure found",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Brazil",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Worldwide",
      "column": "Prevalence estimate",
      "value": "3–6% across population studies (review, 2000)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Worldwide",
      "column": "Closest official count",
      "value": "No global count exists",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "Dyscalculia statistics by country",
      "type": "table",
      "title": "Dyscalculia by country: research estimates and official counts, each with its year",
      "row": "Worldwide",
      "column": "What the count covers",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "Israel, 1996",
      "column": "Children",
      "value": "3,029",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "Israel, 1996",
      "column": "Finding",
      "value": "About equal: 75 girls, 65 boys with dyscalculia",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "UK, 1994",
      "column": "Children",
      "value": "1,206",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Lewis C, Hitch GJ, Walker P (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry, 35(2), 283-92.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8188799/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "UK, 1994",
      "column": "Finding",
      "value": "Equal numbers of boys and girls with arithmetic difficulties",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Lewis C, Hitch GJ, Walker P (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry, 35(2), 283-92.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8188799/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "England, 2013",
      "column": "Children",
      "value": "1,004",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Devine A, Soltész F, Nobes A et al. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learn Instr, 27(), 31-39.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27667904/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "England, 2013",
      "column": "Finding",
      "value": "Equal with a fixed cut-off; a difference only with a maths-reading gap definition",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Devine A, Soltész F, Nobes A et al. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learn Instr, 27(), 31-39.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27667904/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "UK, 2018",
      "column": "Children",
      "value": "2,421",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "UK, 2018",
      "column": "Finding",
      "value": "Persistent maths difficulties equally common in boys and girls",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "Germany, 2014",
      "column": "Children",
      "value": "1,633",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Moll K, Kunze S, Neuhoff N et al. (2014). Specific learning disorder: prevalence and gender differences. PLoS One, 9(7), e103537.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25072465/"
    },
    {
      "section": "Is dyscalculia more common in boys or girls?",
      "type": "table",
      "title": "Dyscalculia by sex in population studies",
      "row": "Germany, 2014",
      "column": "Finding",
      "value": "More girls: about 59% of children with arithmetic deficits (our calculation)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Moll K, Kunze S, Neuhoff N et al. (2014). Specific learning disorder: prevalence and gender differences. PLoS One, 9(7), e103537.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25072465/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "OR 12.25",
      "column": "What it measures",
      "value": "Odds of dyslexia in people with dyscalculia",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "OR 12.25",
      "column": "Source",
      "value": "Guideline meta-analysis, 2019",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "OR 2.12",
      "column": "What it measures",
      "value": "Odds of a reading disability in students with a maths disability",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Joyner RE, Wagner RK (2020). Co-occurrence of reading disabilities and math disabilities: a meta-analysis. Sci Stud Read, 24(1), 14-22.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/32051676/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "OR 2.12",
      "column": "Source",
      "value": "Meta-analysis, 2020",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Joyner RE, Wagner RK (2020). Co-occurrence of reading disabilities and math disabilities: a meta-analysis. Sci Stud Read, 24(1), 14-22.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/32051676/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "17%",
      "column": "What it measures",
      "value": "Children with dyscalculia who also had dyslexia (strict reading cut-off)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "17%",
      "column": "Source",
      "value": "Israel, 1996",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "26%",
      "column": "What it measures",
      "value": "Children with dyscalculia with symptoms of ADHD",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "26%",
      "column": "Source",
      "value": "Israel, 1996",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "18.1%",
      "column": "What it measures",
      "value": "Children with ADHD who had a mathematics disorder",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Can J Psychiatry, 53(6), 392-9.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/18616860/"
    },
    {
      "section": "Dyscalculia with dyslexia and ADHD",
      "type": "table",
      "title": "How often dyscalculia co-occurs with other conditions",
      "row": "18.1%",
      "column": "Source",
      "value": "Canada, 2008",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Can J Psychiatry, 53(6), 392-9.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/18616860/"
    },
    {
      "section": "Does dyscalculia last into adulthood?",
      "type": "chart",
      "title": "Children with dyscalculia, years after identification",
      "row": "Still in the lowest quarter, 6 years later",
      "column": "Share of children",
      "value": "95%",
      "numeric_value": 95,
      "note": "104 children followed up, 2005",
      "data_year": "",
      "source": "Shalev RS, Manor O, Gross-Tsur V (2005). Developmental dyscalculia: a prospective six-year follow-up. Dev Med Child Neurol, 47(2), 121-5.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/15707235/"
    },
    {
      "section": "Does dyscalculia last into adulthood?",
      "type": "chart",
      "title": "Children with dyscalculia, years after identification",
      "row": "Still met the criteria, 3 years later",
      "column": "Share of children",
      "value": "47%",
      "numeric_value": 47,
      "note": "57/123 children, 1998",
      "data_year": "",
      "source": "Shalev RS, Manor O, Auerbach J, Gross-Tsur V (1998). Persistence of developmental dyscalculia: what counts? Results from a 3-year prospective follow-up study. J Pediatr, 133(3), 358-62.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/9738716/"
    },
    {
      "section": "Does dyscalculia last into adulthood?",
      "type": "chart",
      "title": "Children with dyscalculia, years after identification",
      "row": "Still met the criteria, 6 years later",
      "column": "Share of children",
      "value": "40%",
      "numeric_value": 40,
      "note": "42/104 children, 2005",
      "data_year": "",
      "source": "Shalev RS, Manor O, Gross-Tsur V (2005). Developmental dyscalculia: a prospective six-year follow-up. Dev Med Child Neurol, 47(2), 121-5.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/15707235/"
    },
    {
      "section": "Math anxiety statistics",
      "type": "chart",
      "title": "15-year-olds reporting maths anxiety, OECD average (PISA 2012)",
      "row": "Often worry maths classes will be difficult",
      "column": "Students agreeing",
      "value": "59%",
      "numeric_value": 59,
      "note": "OECD average, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Math anxiety statistics",
      "type": "chart",
      "title": "15-year-olds reporting maths anxiety, OECD average (PISA 2012)",
      "row": "Get very tense doing maths homework",
      "column": "Students agreeing",
      "value": "33%",
      "numeric_value": 33,
      "note": "OECD average, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Math anxiety statistics",
      "type": "chart",
      "title": "15-year-olds reporting maths anxiety, OECD average (PISA 2012)",
      "row": "Get very nervous doing maths problems",
      "column": "Students agreeing",
      "value": "31%",
      "numeric_value": 31,
      "note": "OECD average, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Math anxiety statistics",
      "type": "chart",
      "title": "15-year-olds reporting maths anxiety, OECD average (PISA 2012)",
      "row": "Feel helpless doing a maths problem",
      "column": "Students agreeing",
      "value": "30%",
      "numeric_value": 30,
      "note": "OECD average, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Effect of dyscalculia interventions",
      "type": "chart",
      "title": "Average effect of maths interventions in three meta-analyses",
      "row": "Number-fact fluency practice",
      "column": "Effect size",
      "value": "0.76",
      "numeric_value": 0.76,
      "note": "35 studies, students with maths difficulties, 2026",
      "data_year": "",
      "source": "Douglas GP, Myers JA, Mason KK, Powell SR, Lariviere DO (2026). A meta-analysis of mathematics fact fluency interventions for students with mathematics difficulties (MD). J Learn Disabil, 59(3), 135-160.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/41787952/"
    },
    {
      "section": "Effect of dyscalculia interventions",
      "type": "chart",
      "title": "Average effect of maths interventions in three meta-analyses",
      "row": "Digital interventions",
      "column": "Effect size",
      "value": "0.55",
      "numeric_value": 0.55,
      "note": "15 randomised trials, 1,073 children, 2020",
      "data_year": "",
      "source": "Benavides-Varela S, Zandonella Callegher C, Fagiolini B et al. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: a meta-analysis. Comput Educ, 157, 103953.",
      "source_url": "https://doi.org/10.1016/j.compedu.2020.103953"
    },
    {
      "section": "Effect of dyscalculia interventions",
      "type": "chart",
      "title": "Average effect of maths interventions in three meta-analyses",
      "row": "All intervention trials (German guideline)",
      "column": "Effect size",
      "value": "0.52",
      "numeric_value": 0.52,
      "note": "dyscalculia, 2019",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    }
  ]
}