Fig. 1: Group performance in MCB.

a The distribution of each group across our sample (n = 90): typical developing controls (TD, n = 18), dyslexia and no challenges in mathematics (Dysl_notM; n = 25), deficits in number processing (n = 10), deficits in arithmetical procedures (n = 15), deficits in arithmetic facts (n = 15), or deficits in geometry (n = 7). b Standard score performance on tasks weighing on number processing (yellow), arithmetical procedures (green), arithmetic fact retrieval (blue), and geometrical abilities (purple), for the six groups identified: typically developing (TD) children, children with dyslexia not affecting mathematical abilities (Dysl_notM), children with deficits in number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. Errors bars represent standard errors of the mean. Details on the different subtests (including examples of incorrect responses) are in Supplementary Table 1.