Working memory and specific learning disability: Math

Michele M Mazzocco, Jenny Yun Chen Chan, Emily O. Prager

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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 languageEnglish (US)
Title of host publicationWorking Memory and Clinical Developmental Disorders
Subtitle of host publicationTheories, Debates and Interventions
PublisherTaylor and Francis
Pages106-130
Number of pages25
ISBN (Electronic)9781315302065
ISBN (Print)9781138236493
DOIs
StatePublished - Jan 1 2018

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    Mazzocco, M. M., Chan, J. Y. C., & Prager, E. O. (2018). Working memory and specific learning disability: Math. In Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions (pp. 106-130). Taylor and Francis. https://doi.org/10.4324/9781315302072