There is much debate surrounding the definition of Specific Learning Disabilities in mathematics (SLD-math). This debate centers on the inconsistent terminology used to describe mathematics-related disabilities and difficulties (as reviewed by Lewis and Fisher, 2016; and Mazzocco, 2007), the many cognitive abilities that synergistically support mathematics learning and performance (Berch and Mazzocco, 2007), the complexity of mathematics as a discipline, and the multi-dimensionality of mathematics skills and processes (e.g., Petrill et al., 2012). The potential underpinnings and manifestations of mathematics disabilities are reflected in the broad, skill-based diagnostic criteria for SLD-math reported in the DSM-5 (American Psychiatric Association, 2013). Similar to other Specific Learning Disorders addressed in this volume (i.e., SLD-reading or writing; see Chapters 6 and 7), the DSM-5 defines SLD-math as: a developmental disorder that begins by school-age, … involves ongoing problems learning key academic skills (like) … math calculation and math problem solving, (and) is not simply a result of lack of instruction or poor instruction.
|Original language||English (US)|
|Title of host publication||Working Memory and Clinical Developmental Disorders|
|Subtitle of host publication||Theories, Debates and Interventions|
|Publisher||Taylor and Francis|
|Number of pages||25|
|State||Published - Jan 1 2018|
Bibliographical notePublisher Copyright:
© 2018 selection and editorial matter, Tracy Packiam Alloway; individual chapters, the contributors.