Math disabilities can arise at nearly any stage of a child's scholastic
development. While very little is known about the neurobiological
or environmental causes of these problems, many experts attribute
them to deficits in one or more of five different skill types. These
deficits can exist independently of one another or can occur in combination.
All can impact a child's ability to progress in mathematics.
Incomplete Mastery of Number Facts Number facts are the basic
computations (9 + 3 = 12 or 2 x 4 = 8) students are required to memorize
in the earliest grades of elementary school. Recalling these facts
efficiently is critical because it allows a student to approach more
advanced mathematical thinking without being bogged down by simple
calculations.
Computational Weakness Many students, despite a good understanding
of mathematical concepts, are inconsistent at computing. They make
errors because they misread signs or carry numbers incorrectly, or
may not write numerals clearly enough or in the correct column. These
students often struggle, especially in primary school, where basic
computation and "right answers" are stressed. Often they end up in
remedial classes, even though they might have a high level of potential
for higher-level mathematical thinking.
Difficulty Transferring Knowledge One fairly common difficulty
experienced by people with math problems is the inability to easily
connect the abstract or conceptual aspects of math with reality. Understanding
what symbols represent in the physical world is important to how well
and how easily a child will remember a concept. Holding and inspecting
an equilateral triangle, for example, will be much more meaningful
to a child than simply being told that the triangle is equilateral
because it has three equal sides. And yet children with this problem
find connections such as these painstaking at best.
Making Connections Some students have difficulty making meaningful
connections within and across mathematical experiences. For instance,
a student may not readily comprehend the relation between numbers
and the quantities they represent. If this kind of connection is not
made, math skills may be not anchored in any meaningful or relevant
manner. This makes them harder to recall and apply in new situations.
Incomplete Understanding of the Language of Math For some
students, a math disability is driven by problems with language. These
children may also experience difficulty with reading, writing, and
speaking. In math, however, their language problem is confounded by
the inherently difficult terminology, some of which they hear nowhere
outside of the math classroom. These students have difficulty understanding
written or verbal directions or explanations, and find word problems
especially difficult to translate.
Difficulty Comprehending the Visual and Spatial Aspects and Perceptual
Difficulties. A far less common problem -- and probably the most
severe -- is the inability to effectively visualize math concepts.
Students who have this problem may be unable to judge the relative
size among three dissimilar objects. This disorder has obvious disadvantages,
as it requires that a student rely almost entirely on rote memorization
of verbal or written descriptions of math concepts that most people
take for granted. Some mathematical problems also require students
to combine higher-order cognition with perceptual skills, for instance,
to determine what shape will result when a complex 3-D figure is rotated.
Signs of Math Difficulties
Output Difficulties
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