Objective: The present research aimed to compare the visual-spatial working memory executive functions and organizing and planning skills of students with developmental dyscalculia and normally developing students. Method: The statistical population of the present causal-comparative study comprised male students in the 1^st to 5^th grades of elementary schools in Mashhad, Iran, during the academic year of 2017-2018. Two groups (16 each) were selected through quota sampling from among those studying in District 2 of Mashhad. The first group consists of 16 students with dyscalculia selected based on the checklist in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV); Raven’s Progressive Matrices; and clinical interviews. The second group including 16 normally developing students was selected from among the students of the same classes. After that, calculation error and visual-spatial executive functions of working memory were measured using Shalev’s standardized arithmetic test (including three components of number comprehension, number production, and arithmetic calculation) and Corsi block-tapping test and Tower of London test, respectively. Results: Based on results, visual-spatial working memory was significantly weaker in children with developmental dyscalculia than normally developing children. In contrast, there was no significant difference between the two groups in terms of planning and organizing functions. The relationship between several organizing and planning functions and the percentage of error was significant. Also, there was a significant difference between the two groups in terms of number comprehension and number production. Conclusion: In general, executive functions in the new concept of developmental dyscalculia have no influence on math disability. Further, visual-spatial executive functions are an influential factor affecting dyscalculia, and improvement in these functions helps resolve errors.