ABSTRACT
This chapter looks at some of the more frequent manifestations and indicators of dyscalculia and discusses the significance of the 31 indicators/behaviours that make up the dyscalculia checklist. It lists some of the 31 indicators are at the very fundamental level of arithmetic and some relates to more advanced levels, but any could create potential barriers, intellectual and emotional, to learning mathematics. The 31 items can be used as a screening survey of mathematics learning difficulties and dyscalculia. Mathematics begins with counting. It introduces the association of a number name with a quantity. The quantity is getting smaller each time. Practice may be a factor in that we are much more likely to practise counting forwards than we are to practise counting backwards. One of the key skills needed to be good at mental arithmetic is working memory. There is enough research to support this assertion.
