Mathematical Learning Disabilities
Why is defining Mathematical Learning Disabilities (MLD) so difficult?
1.
"Resolving the differences reflected by terms used to refer to it or to related constructs" (Berch & Mazzocco, 2007)
MLD
Mathematical Disability
Arithmetic Disabilities
Dyscalculia
Mathematical Difficulties
2.
Estimating the number of people who are affected by a MLD is tricky because some studies report approximately 5% while others found 15%-20% of people in the United States are diagnosed with a learning disability (National Institute of Child Health & Human Development, 2016).
3.
There is a "lack of a more rigorous standardization of criteria” (Berch & Mazzocco, 2007).
But what about each term?
It was almost universally agreed that Mathematical Learning Disability and Mathematical Disability are synonymous, so there is no differentiation in definitions (Berch and Mazzocco, 2007).
Children with arithmetic disabilities only differed from their "academically normal peers ... in the percentage of retrieval & counting errors" (Swanson, Harris, & Graham, 2007).
Mathematical Difficulties
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The term has no biological basis and has been defined as "referring to children whose poor mathematics achievement results from any one of a number of potential causes."
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To be declared as having a mathematical difficulty, one must have "the presence of relatively poor mathematics achievement."
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Starts at different stages of math for everyone
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Fractions
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Algebra
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Upper level college course
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Does not imply that one has a MLD, nor does a MLD imply one has mathematical difficulties
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Berch & Mazzocco, 2007
Mathematical Learning Disabilities (MLD)
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In scientific terms: MLD is "related to a combination of disrupted functions of the central executive, including attentional control and poor inhibitions of irrelevant associations or difficulties with information representation and manipulation in the language system" (Berch & Mazzocco, 2007).
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In other words, MLD affects basic cognitive abilities like semantics and working memories as well as spatial and linguistic abilities
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In terms of the classroom: "MLD would likely affect not only the level of higher mathematics proficiency but also opportunities, desire, or encouragement to pursue higher mathematics course" (Berch & Mazzocco, 2007).
Dyscalculia
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One of the most common MLD
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Both MLD and dyscalculia "refer to the same intended population, as both imply an inherent disability rather than one caused predominantly by environmental factors" (Berch & Mazzocco, 2007).
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Difficult to define due to dyscalculia "referring to a wide range of life-long learning disabilities involving math" in addition to the difficulties affecting and varying for each individual (National Center for Learning Disabilities, 2007).
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In most basic terms, dyscalculia "affects a person's ability to understand numbers and learn math facts" ("Dyscalculia," n.d.)
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Identified when a teacher or trained professional evaluates the students by testing his/ her full range of math-related skills and behaviors
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Compares the student's expected and actual levels of skill and understanding as well as his/ her strengths and weaknesses
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Tested on ability to use basic math skills, predict appropriate procedures based on understanding patterns, organize objects in a logical way, tell time, use money, estimate, self-check work, and find alternate ways to solve problems
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(National Center for Learning Disabilities, 2007)
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There are many assessments available for teachers to analyze students that might have dyscalculia
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Signs and Symptoms ("Dyscalculia," n.d.; National Center for Learning Disabilities, 2007)
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Struggling with comprehending math symbols, memorizing numbers, organizing numbers, telling time, and counting
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Difficulty in understanding concepts of place value, quantity, number lines, positive and negative values, and carrying & borrowing
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Difficulty understanding and doing word problems
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Difficulty sequencing information or events
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Difficulty using steps involved in math operations
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Difficulty understanding fractions, making change, and handling money
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Difficulty recognizing patterns when adding, subtracting, multiplying, or dividing
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Difficulty putting language to math processes
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Difficulty understanding concepts relating to time such as days, weeks, months, seasons, quarts, etc.
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Difficulty organizing problems on the page, keeping numbers lined up, and following through on long division problems
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Good at speaking, reading, and writing, but slow to develop counting and math problem-solving skills
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Good memory for printed words, but difficulty reading numbers, or recalling numbers in sequence
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Good with general math concepts, but frustrated when specific computation and organization skills need to be used
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Chronically late, difficulty remembering schedules, trouble with approximating how long something will take
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Poor sense of direction, easily disoriented and easily confused by changes in routine
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Poor long term memory of concepts--can do math functions one day, but is unable to repeat them the next day
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Poor mental math ability--trouble estimating grocery costs or counting days until vacation
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Difficulty playing strategy games like chess, bridge or role-playing video games
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Difficulty keeping score when playing board and card games
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Sources used on this page...
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Berch, D. B. & Mazzocco, M. M. (Eds.). (2007). Why is math so hard for some children?: The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD: Paul H Brookes.
Dyscalculia. (n.d.). Retrieved from https://ldaamerica.org/types-of-learning-disabilities/dyscalculia/
National Center for Learning Disabilities. (2007). Dyscalculia. Retrieved from http://www.ldonline.org/article/13709/
National Institute of Child Health and Human Development. (2016, December 1). How many people are affected/at risk for learning disabilities? Retrieved from https://www.nichd.nih.gov/health/topics/learning/conditioninfo/risk
Swanson, H. L, Harris, K. R., & Graham, S. (Eds.). (2003). Handbook of learning disabilities. New York, NY: The Guilford Press.