The negative correlation of mathematical anxiety and mathematical performance often coincides and so many people think that a high level of mathematical anxiety results in poor mathematical performance. This may result in different symptoms and consequences in different cases. The purpose of our research was to explore the prevalence of mathematical anxiety and to evaluate the relationship between anxiety and performance among Hungarian students. Main domains are emotional physiological symptoms and cognitive symptoms such as attitudes, attributes, and beliefs.

Pedagogical investigation of dyscalculia is a method of investigation, which explores the mathematical and cognitive abilities of children by creating individual performance profiles, leaning on the latest research on neuropsychology, along with neuro- and special pedagogy. Primary purpose of the evaluation is comprehensive condition measurement, recognition of calculating abilities and basic functions, and setting out the main objectives for their development. It has an increased focus on acquired basic cognitions, abilities, skills, cognitive processes, behaviour, motivation and the changes concerning these. Synchronization of the actual objective and qualitative indicators makes up the diagnostic classification. As a conclusion, based on the results, we can say that the most resistant areas to development in case of genetic dyscalculia are: temporal orientation, estimation, concept of local values in the register of higher numbers, development of number concepts (abstraction) and their application, along with recalling arithmetic facts, especially due to the difficulties in semantical elaboration. The correlational coefficients among DPV subtests confirmed these professional observations.