When teachingmathtostudentswithdyslexia in elementaryschool, teacherscan face manychallenges. In viewofthis, thisresearchhasas itsmainobjectivetoidentify, throughthereadingofstudiesfocusedonthistheme, what are thedifficultiesthattheteacherencounters in theprocessofteachingmathematicstostudentswithdyslexia. In addition, linkedtothisobjective, thisresearchseekstoanswerthefollowingquestions: Howhasteachercontinuingeducationaddressedthespecificissueofdyslexia, andthushelpingteacherstoovercomethedifficultyofteachingMathematicstostudentswithdyslexia in teaching fundamental? What are thedifficultiesthattheteacher faces whenteachingMathematicstostudentswithdyslexia in elementaryschool? What are thedifficultiespointed out in theresearchthatthemathematicsteacher faces whenteachingmathematicalcontenttodyslexicstudents? For this, weusedresearchwith a qualitative approach, whosemethodologyadoptedisbibliographicalresearch. WeadopttheprinciplesoftheHistorical-Cultural Theoryof Vygotsky andothers. Thus, attheendofthisresearch, it canbenotedthatthedifficultiesfacedbyteacherswhenteachingmathematicstodyslexicstudents are duetothelackofspecificguidanceonhowto approach theteachingofmathematicstostudentswithdyslexia. In addition, thereis a lackofcontinuingeducation for teacherswithregardtoteachingmathematicsaimedatdyslexicstudents.
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