Although the prevalence associated with dyscalculia in the school population is estimated to be between 5% and 7%, this disorder is considered underdiagnosed, leading to an insufficient educational response. In light of this situation, the aim of this research was to identify the main problems currently faced by students with dyscalculia and the people who are part of their environment, as well as to seek consensus about possible solutions that can contribute to improving their relationship with mathematics learning. To this end, a qualitative approach was adopted, using the Delphi method by consulting a group of 19 experts belonging to six sectors connected to students with dyscalculia (families, teachers, psychopedagogical teams, associations, teacher trainers and educational administrations). The method was carried out in a two-round process through the application of two questionnaires structured around three dimensions: knowledge and experience of dyscalculia, identification of problems, and proposed solutions. The results indicate that, on one hand, students with dyscalculia in Spain are currently at a disadvantage, mainly due to widespread lack of awareness about this disorder among those involved in their education. On the other hand, improving this situation requires both training processes and awareness-raising actions.
