الفهرس 
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Abstract
Mathematical knowledge is one of the foundations of human cognitive and creative development. Dyscalculia is a specific learning disability affecting normal development of school level of arithmetic skills that results from specific neurocognitive dysfunction. Failure to identify the disorder early enough for early intervention, leads to bad impact on our children’s daily life that requires mathematical ability.
Test of Mathematical Abilities–Third Edition (TOMA-3) was developed in response to the requirement for a screening tool that diagnoses mathematic disabilities. It is an easily administered, norm-referenced, assessment tool used to identify, describe, and quantify mathematical deficits in pupils of different academic stages.
In Arabic language, there is a deficiency in the tools used for diagnosis of dyscalculia. Therefore, the aim of this work was to formulate a modified version of the TOMA-3 , and test its validity and reliability as a diagnostic tool for dyscalculia, which would be the guidance for early recognition of arithmetic difficulties and provide a basis for the planning of effective treatment.
TOMA-3 has 4 core subtests, and single supplementary, thus, it is considered as a trial to expand arithmetical evaluation beyond the ordinary skills.
The subjects in this study were divided into two groups:
group (1): Consisted of 100 normal pupils of both sexes between the age of 8 to 19 years old who were used as control for comparative study.
group (2) : Consisted of 70 dyscalculic pupils of both sexes between the age of 8 to 16 years old.
In the present study, there was a statistical significant difference between normal group (1), and dyscalculic group (2) regarding all items of the modified test.
Therefore, we concluded that the modified (Arabic and English) versions of the TOMA-3 were reliable and valid for diagnosis of dyscalculia in Egyptian pupils.