ABSTRACT
Research into the genetics and neuroscience of arithmetical/mathematical difficulty is ongoing; there is debate as to whether arithmetical/mathematical difficulty is itself part of a dyslexia profile. Mathematics is considered to be the tool of science, providing the means by which science explores and records phenomena in the world. Given the difficulties in literacy and perhaps also in arithmetical/mathematical calculation that can occur with dyslexia, it might seem that science is particularly problematic. Because of the relationship between mathematics and science, their vocabulary is closely linked and insights about mathematics vocabulary are pertinent. Abel and Exley, in researching mathematical assessments in early education, found that the mathematical vocabulary used may exceed considerably the level of literacy expected of that age range, creating barriers for potential or actual dyslexic learners. Furthermore, dyslexia may cause arithmetical/mathematical or scientific concepts to be mapped incorrectly onto mathematical or scientific actions because there are mistakes in reading the written terms.
