This diploma thesis addresses the key points of the subject dyscalculia in order to give all people who have never or little dealt with the problem of poor arithmetic a general insight. Therefore, the first part deals with this theoretical matter and provides the current state of research concerning frequency, the findings of cognitive psychology, comorbidity with other inefficiencies, risk factors, etc.
However, the emphasis is on the analysis of various diagnostic procedures, typical symptoms, and especially the different opportunities for the student's support both at school and in extra-school settings.
Above all, various affirmative action programs are described and examined in detail. The thesis is conclusively dealing with children suffering from poor arithmetic in school life and is specifically aimed at mathematics teachers. It's main focus is on particular didactic suggestions for designing mathematics lessons. Finally, a brief commentary on the legal situation is added how to evaluate students with dyscalculia, as well possibilities for futher studies regarding teachers who are concerned with dyscalculia.