This study aims to examine the prevalence of mathematical difficulties (dyscalculia) among fourth-grade students in Algerian primary schools, with a focus on the potential effects of school type and gender on the severity of these difficulties. The study involved 30 male and female students aged between 9 and 11 years, selected from two schools in different cities. The researchers used an assessment tool consisting of 12 questions covering basic arithmetic operations such as ordering, addition, subtraction, multiplication, division, and problem-solving. Data were analyzed using the Friedman test to identify differences in mathematical errors based on the type of operation, and the Mann-Whitney test to detect gender differences. The results revealed significant differences in the types of errors related to arithmetic operations, with errors being more common in subtraction and addition compared to other operations. However, no significant gender differences were found in the mathematical errors. Based on these findings, the study recommends the development of specialized teaching strategies to meet the needs of students with mathematical difficulties, with an emphasis on early interventions.

Dyscalculia, mathematical difficulties, Primary school.