ICICTE 2014 Proceedings XXVI DEALING WITH DYSCALCULIA OVER TIME Antonia Plerou, Ionian University Greece Abstract Although several surveys related to dyscalculia have proceeded so far, research seems to fail till now to develop a clear concept map referring to the features of dyscalculia classified according to age. Dyscalculia can be recognized by some specific features that are noticed through all stages of the individual’s development. In this paper a classification of features is proposed, according to individuals’ age as well as several screening methods, in order to ensure efficiency of the screening procedure. Dyscalculia’s features evaluation during different stages of age is crucial since diagnosis is relevant to the age considering that math’s learning difficulties arising in early ages are likely to be remitted since this status is possible to be temporary. An innovative aspect in this work is the citation and analysis of algorithmic thinking difficulties encountering in older ages under the range of learning difficulties in mathematics and dyscalculia. Introduction This paper deals with dyscalculia as a specific disorder of managing and conceiving mathematical concepts. The features of dyscalculia are going to be analyzed and classified according to the age of the individuals who display this specificity. Dyscalculia can be diagnosed even at an early age by difficulties noticed in the direct estimation of quantities, in counting and in the recognition of numerical symbols, as well as in the perception of spatial concept. When dyscalculia arises in primary school aged children, it is identified by difficulties in the visual perception, in the spatial number organization, in basic mathematical operations, in mathematical problem solving and in the algorithmic thinking ability. Adults facing dyscalculia present problems namely in the mathematical induction logic, in Euclidean and non-Euclidean geometry concepts, in algebra and in calculus, which are to be further analyzed. Additionally, incomplete capabilities in solving an algorithmic problem are observed both in children and in adults, when these problems need design, description and application of algorithmic steps. Although dyscalculia’s features are classified according to all stages of individual’s development, there are some common characteristics, which occur irrelatively to the individual’s age. It would be hard to get a strict and absolute classification of dyscalculia features, because individual development, educational opportunities and perception level differ in each case. Related Work According to Shalev et al., (2008) developmental dyscalculia has been sub- typed according to the presence or absence of coexisting reading disorder neuropsychological profiles or different components of the areas of mathematics. However, sub-typing has not yielded consistent domain-specific differences among children with dyscalculia and has not proved useful in