Identifying and subtyping dyscalculia in a sample of children with and without dyscalculia — a data-driven approach

In summary, dyscalculia subtypes (as well as children with dyscalculia in general) do not seem to be clearly distinguishable from children without dyscalculia: the boundaries are fluid. For educational practice, this fluent transition between dyscalculic and non-dyscalculic children means that all children who have difficulties in mathematics should be supported and not only those who are classified as dyscalculic.