The European Dyslexia Association (EDA) has established the Academic Dyscalculia Committee in response to the persistent under-recognition of dyscalculia when compared with the broader awareness and understanding of dyslexia. Despite its significant impact on learning, educational trajectories, and everyday functioning, dyscalculia remains insufficiently visible in educational policy, professional training, and public discourse across Europe.
The Academic Dyscalculia Committee brings together leading researchers, clinicians, and practitioners with recognized expertise in the field of mathematical learning difficulties. Its primary mission is to advise and inform EDA on the current state of scientific knowledge regarding dyscalculia, including advances in assessment, diagnosis, subtyping, and intervention. The Committee is committed to promoting evidence-based best practices grounded in robust research and international consensus.
Through its work, the Committee aims to:
- Synthesize and communicate up-to-date research findings on dyscalculia and related mathematical learning difficulties.
- Support EDA in developing scientifically sound position statements, guidelines, and policy recommendations.
- Contribute to raising awareness of dyscalculia among educators, health professionals, policymakers, and the wider public.
Encourage consistency and quality in assessment and intervention approaches across European contexts.
By establishing the Academic Dyscalculia Committee, EDA reinforces its commitment to an inclusive and comprehensive understanding of specific learning difficulties, ensuring that dyscalculia receives the scientific attention, professional recognition, and societal awareness it warrants alongside dyslexia.123
Members of the Academic Dyscalculia Committee
Mathematician
National and Kapodistrian University of Athens
Founder & Chief Scientific Officer, MathPro Education
Dr. Giannis Karagiannakis is a mathematician specializing in mathematical learning difficulties and dyscalculia. He is affiliated with the National and Kapodistrian University of Athens and is the Founder and Chief Scientific Officer of MathPro Education, a digital platform dedicated to the evidence-based assessment and development of mathematical skills. His work focuses on the psychometric assessment of mathematical cognition, the identification of dyscalculia subtypes, and the design of targeted intervention frameworks. Dr. Karagiannakis actively bridges academic research and applied educational practice, contributing to international discourse on inclusive mathematics education and early identification of learning difficulties.
Neuropsychologist
Université catholique de Louvain
Professor Marie-Pascale Noël is a leading neuropsychologist at the Université catholique de Louvain, internationally recognized for her research on numerical cognition and developmental dyscalculia. Her work has substantially advanced understanding of the cognitive and neuropsychological mechanisms underlying mathematical learning difficulties, including number processing, working memory, and executive functions. Prof. Noël has authored numerous high-impact scientific publications and has played a key role in shaping theoretical models of dyscalculia. Her research provides a strong empirical foundation for evidence-based assessment and intervention practices across educational and clinical settings.
Psychologist
Loughborough University
Professor Camilla Gilmore is a psychologist at Loughborough University with internationally recognized expertise in mathematical cognition and mathematics learning development. Her research focuses on how children acquire mathematical skills, the role of cognitive and affective factors such as mathematical anxiety, and the early predictors of mathematical learning difficulties, including dyscalculia. Prof. Gilmore has contributed extensively to translational research, ensuring that scientific findings inform classroom practice and teacher training. Her work supports the development of effective, research-informed approaches to mathematics education and early intervention.