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Mathematics disorder
Mathematics disorder is a condition in which a child's math ability is far below normal for their age, intelligence, and education. Concept Mathematics disorder, formerly called developmental arithmetic disorder,

developmental acalculia, or dyscalculia, is a learning disorder in which a person's mathematical ability is substantially below the level normally expected based on his or her age, intelligence, life experiences, educational background, and physical impairments. This disability affects the ability to do calculations as well as the ability to understand word problems and mathematical concepts. Mathematics disorder was first described as a developmental disorder in 1937. Since then, it has come to encompass a number of distinct types of mathematical deficiencies. These include: difficulty reading and writing numbers difficulty aligning numbers in order to do calculations inability to perform calculations inability to comprehend word problems

The range and number of mathematical difficulties that have been documented suggests that there are several different causes for mathematics disorder. In addition, several known physical conditions cause mathematics disorder. Turner syndrome and fragile X syndrome, both genetic disorders that affect girls, are associated with difficulty in mathematics. Injury to certain parts of the brain can also cause inability to perform calculations. These conditions appear to be independent of other causes of mathematics disorder. Mathematics disorder is often associated with other learning disorders involving reading and language, although it may also exist independently in children whose reading and language skills are average or above average.

Causes and symptoms: The causes of mathematics disorder are not understood. Different manifestations of the disorder may have different causes. Symptoms of the disorder, however, can be grouped into four categories: language symptoms; recognition or perceptual symptoms; mathematical symptoms; and attention symptoms. In practical terms, parents and teachers may see the following signs of mathematics disorder in a child's schoolwork:

problems counting difficulty memorizing multiplication tables inability to grasp the difference between such operations as addition and subtraction

poor computational skills; many errors in simple arithmetic slowness in performing calculations difficulty arranging numbers in order (from smallest to largest, for example) inability to grasp information on graphs difficulty copying numbers or problems inability to grasp the concept of place value inability to align two or three digit numbers to do calculations difficulty understanding word problems inability to understand mathematical symbols

These symptoms must be evaluated in light of the person's age, intelligence, educational experience, exposure to mathematics learning activities, and general cultural and life experience. The person's mathematical ability must fall substantially below the level of others with similar characteristics. In most cases, several of these symptoms are present simultaneously.

Classification of learning difficulties in mathematics

Basic Math Skills:

Some signs that arithmetic intervention may be necessary on the basic level of number facts are:

the inability to recall basic math facts, procedures, rules, or formulas being very slow to remember basic facts or pursue procedures having difficulties with precision during mathematical work

Computation Many students who require mathematics intervention are able to master basic number facts along with their peers, but have trouble with computing, or putting several basic math facts and processes together. Such students may:

have difficulties with handwriting numbers or signs that slow down work or make it hard to read later

have difficulty remembering previously encountered patterns forget what he or she is doing in the middle of a math problem (this may also indicate an attention problem)

have difficulties sequencing multiple steps lose focus of the final goal and get lost in the individual processes of a problem feel overloaded when faced with a worksheet full of math exercises not be able to copy problems correctly

Application of Mathematic Processes Many students are able to learn and memorize formulas and math processes, but when asked to apply those principles to real life situations, say in word problems where problems are not stated numerically in a format they recognize they find it extremely difficult to apply what they know. Signs that these students may require mathematic intervention are that they may:

not be able to distinguish between what is important in a math problem and what is not, particularly in word problems that include irrelevant information

be unable to comprehend the reasonableness of solutions generated find it difficult to switch between multiple processes necessary in a complex math problem

have difficulty interpreting and manipulating geometric figures

find it difficult to tell when processes can be grouped or merged and when they must be separated in a multi-step math problem

The Language of Math For some students, mathematic intervention becomes necessary because of difficulties with understanding the language used in math. These students may or may not have special needs in reading, writing, and speaking. Math is unique among these disciplines because of the inherently difficult terminology, much of which they never hear outside of math class. A student requiring mathematics intervention for developing this skill may:

be confused by language and instructions in word problems have trouble learning or recalling terms have difficulty understanding directions given by the teacher be unable to explain their confusion about math concepts and procedures have difficulty reading and studying text books have difficulty remembering assigned values or definitions in specific problems

Math problem solving difficulties: Remedies

Here are some ideas on how to use mind maps to overcome difficulties with math problems. As described elsewhere on this blog, we will use two mind maps: 1. a problem map for dealing with the given problem, and 2. one or more tool maps. Tool Maps are collection of tools for solving math problems. Here are some examples. For the problem map, we use a sheet of large size (A3 works well) and the following layout and template:

What Here

can

we are

do

with

the some

branches basic

in

this

map? ideas.

Orientation:

Look at an example. Make a table, chart cases systematically. Draw a figure. Representations:

Collect ways of representing the problems (algebraic, geometric or graphic, algorithmic)

Choosing a clever representation is often vital for finding a solution. Dont neglect this step.

For each of these template branches, you can use ideas from the tool maps. Here is an easy example:

Working with the template is fairly straightforward when you start examining a problem. But sooner or later difficulties and obstacles will probably appear.

Here are some snapshots from an interior monologue:

This seems too complicated. I dont want to go into masses of single cases. There must be a more elegant way. I have no idea how to tackle this. All approaches have failed, and I have no idea what to do next. This approach looks promising, and the first steps feel right, but what now? Im confused! Id like to change a single item, but its connected with all the others. To make things (just a bit) more systematic, here is a tool map showing typical difficulties and some possible remedies.

(Again, the SCAMPER mnemonic is taken from Ron Hale-Evans Mind Performance Hacks, was developed by Bob Eberle and first published in Michael Michalkos Thinkertoys.)

How Here branch

to is

apply a O

these

ideas simple for

practically? idea: obstacle.

Add a sub branch to the approach you are focusing on. If you like, you can label this

Describe the difficulties with this approach. If you like, use the collection of difficulties above. If it helps, use it as a starting point for your personal First Aid tool map.

Then add ideas on how to overcome these difficulties, using the remedies suggested above. Here is an example:

Difficulties in mathematics:
Mathematics difficulty is a condition in which a child's math ability is far below normal for their age, intelligence, and education. Math disabilities can arise at nearly any stage of a child's scholastic development. These deficits can exist independently of one another or can occur in combination. All can impact a child's ability to progress in mathematics. Specific difficulties in mathematics: Two specific difficulties in mathematics are as follows:1. Difficulty with reading and writing numbers: In school, the types of mathematics learning disorders that are most conspicuous usually revolve around reading and writing math. Dyslexia: Reading problems in mathematics occur when there is difficulty understanding the relationship between symbols, signs and words. Symptoms: Memory instability for letters, signs, symbols or numbers

A tendency to skip over or scramble letters, symbols, and numbers A poor, slow, fatiguing reading ability Reversal of numbers such as 6 and 9, or 16 and 61 Number or sign blurring or movement or double images Headaches, vertigo, or nausea brought on by reading

Dysgraphia: Learning disabilities in mathematics writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information. Symptoms: Messy, poorly angulated, or drifting handwriting Size errors Spacing mistakes Letter-sequencing errors

Treatment: Educators develop effective strategies for treatment of mathematical difficulties. Typical strategies involve hands-on materials to develop awareness of math concepts. Teachers may also work on language-based aspects of math to help learning disabled students understand terms and the relationship between numbers and the words describing them. 2. Dyscalculia\Difficulty with calculations: "Dyscalculia" refers to the difficulties one experiences when performing math calculations. Children who have mathematics disorder may have trouble performing simple mathematical equations, such as counting and adding. Symptoms: Early difficulties with arithmetic are noticed, as well as low scores in math classes and tests Some of the problems seen include: Trouble with reading, writing, and copying numbers Problems counting and adding numbers, often making simple mistakes Difficulty telling the difference between addition and subtraction

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Problems understanding math symbols and word problems Unable to line up numbers properly to add, subtract, or multiply Unable to arrange numbers from smallest to largest, or the opposite Unable to understand graphs

Treatment: The best treatment is remedial education. Other programs that have been successful include "Project Math" and teaching computer skills. Higher order difficulties 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

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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. 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.