### 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 language | English (US) |
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Title of host publication | Working Memory and Clinical Developmental Disorders |

Subtitle of host publication | Theories, Debates and Interventions |

Publisher | Taylor and Francis |

Pages | 106-130 |

Number of pages | 25 |

ISBN (Electronic) | 9781315302065 |

ISBN (Print) | 9781138236493 |

DOIs | |

State | Published - Jan 1 2018 |

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## Cite this

*Working Memory and Clinical Developmental Disorders: Theories, Debates and Interventions*(pp. 106-130). Taylor and Francis. https://doi.org/10.4324/9781315302072