Abstract
In this article, we analyse similarities and differences in and between two very topical issues in today’s learning disabilities, namely dyscalculia and dyslexia. More precisely, we introduce the nature of mathematics as science (i.e., the axiomatic presentation—given by Peano’s Axioms—of the natural number system \(\,{\mathbb {N}}),\,\) which—of course—is the essence of the matter. From this, we deduce that (cf. Theorem 1)—using both theoretical results, inquiries performed and previous observations on that the brain of a person with dyscalculia and the brain of a person with dyslexia appear to work in essentially the same way—that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia.
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Andersson, E., Abdelmalek, S. Dyscalculia/Dyslexia: A Dichotomy?. Found Sci 26, 847–858 (2021). https://doi.org/10.1007/s10699-020-09698-6
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DOI: https://doi.org/10.1007/s10699-020-09698-6