Learning difficulties in mathematics can depend on a variety of factors. Cognitive factors include several skills that partly develop at preschool age, while others are developed starting from the first years of primary school. In this paper we present a critical review of the main hypotheses made in literature about the specific learning disorder referred to as developmental dyscalculia. This review led to a theoretical model which was used to design a computer-based battery for children between the ages of 6 and 12, with the main objective of identifying mathematical learning profiles; such profiles show sets of stronger and weaker mathematical skills of each student, with respect to the model. We specifically present data from the Italian standardization of the MathPro battery and illustrate two examples of students’ mathematical learning profiles.
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