In recent times, research interest in learning difficulties has increased around the globe. While nowadays some learning disorders are detected and supported (dyslexia, for example), others are still rarely diagnosed and their definition does not enjoy a clear scientific consensus; they are also subject to little research in both cognitive science and education. This is the case of mathematical learning disabilities (MLD). Several terms are used in research and in society, with different definitions: dyscalculia, innumeracy, learning disorder, learning disabilities, learning difficulties…

An increasing number of studies highlights the heterogeneity of MLD and the fact that they are not limited to difficulties in number processing.

Moreover, mathematics education research has not yet explored in depth issues such identification, remediation and intervention in school context of students with difficulties in learning mathematics. Nevertheless, the implementation of adapted school careers is increasingly required to schools and teachers.

In this context, the French-speaking group RITEAM (Recherche Internationale sur les Troubles d’Enseignement et d’Apprentissage en Mathématiques, i.e. International Research about Mathematics Disabilities in Teaching and Learning) was born, at the crossroads of didactic theoretical approaches.

Our team comprises researchers from five universities and three different countries:

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