Dyscalculia induces severe difficulty in comprehending mathematics, presumed to be due to a specific impairment in brain function.  This disorder, sometimes referred to as a mathematical learning disability, can be as complex and as damaging as Dyslexia, a reading disability which tends to be more commonly diagnosed.  Mathematics learning disabilities occur infrequently and can be combinations of difficulties, which may include: language processing problems, visual spatial confusion, memory and sequence difficulties, and, or unusually, high anxiety (Bliss, 2000).  Dyscalculia is a common cognitive handicap; its prevalence in the school population is about 5-6%, a frequency similar to those of Attention Deficit Hyperactivity Disorder (ADHD).  Unlike ADHD, it is as common in females as in males. The difficulty often manifests in struggles with conceptual understanding, counting sequences, written number symbol systems, the language of math, basic number facts, procedural steps of computation, application of arithmetic skills, and problem-solving (Garnett, 1992).  The purpose of this literary review is to provide a description of Developmental Dyscalculia and to examine it in the light of recent research in cognitive neuroscience that focuses on Dyscalculia and Dyslexia as two independent cognitive deficits from childhood to adulthood at a social and neuronal level.