This study offers a set of data concerning the exploration of interrelations between neuropsychological aspects and mathematical scholar difficulties presented by epileptic children. Such children can be characterized by important neuropsychological dysfunctions - attention, memory and visual perception skills - which are related to mathematical impairment concerning the proper use of processual algorithmic tools. Nevertheless, data discussed here show that epileptic children have benefited from the offer of semiotic aids from culture, which highlights the need for considering the context of culture in the neuropsychology of learning in a broad sense, including the specific case of mathematics activity at school.