Mathematics Disabilities Essay

discussion. These deficits are typically categorized into three subtypes of learning disabilities in mathematics, which serve as a general framework connecting research on mathematical cognition with research on learning disabilities. Consequently, many children struggle with grasping and mastering fundamental mathematical skills within various subdomains.

Mastering arithmetic can be challenging, as it involves understanding the relationship between numbers and counting. It is important for everyone to grasp the fundamentals of the number system and the borrowing procedure used in solving complex and simple arithmetic problems. Learning disabilities in mathematics can impede the acquisition of these skills. Different children may struggle with math due to varying weaknesses and strengths, particularly in learning basic mathematical concepts (Geary, 2012; Wright, 2013).

In many cases, over ten children who struggle with math may also struggle with learning various concepts related to reading, while several children with reading difficulties may have difficulty understanding basic arithmetic. Both children and adults who have reading difficulties often struggle to recall basic arithmetic facts stored in long-term memory. Recalling arithmetic information can lead to common problems associated with arithmetic facts. According to Geary (2012), evidence suggests that memory deficits can contribute to common reading issues, such as letter-sound correspondence and word retrieval difficulties. Further research may confirm the connection between core memory deficits, irrespective of IQ or motivation, and various forms of mathematics difficulties (Wright, C).

(2013). Learning disabilities in math. National Center for Understanding Disabilities Inc. http://www.IDonline.org.

According to this article, there is a strong emphasis on learning mathematics problems and addressing potential issues caused by inadequate instructions. While the current math curriculum suits many students, it has witnessed gradual changes over time. As a result, parents often

find it challenging to assist their children in learning mathematics (Wright, 2013) (Malmer, 2011). The primary responsibility of school teachers at the elementary level is teaching students how to learn.

Teachers should instruct children on how to analyze and comprehend mathematical challenges in order to learn the subject effectively. Once a child begins their schooling, they usually find it uncomplicated to grasp various elements of numbers, such as trading and addition with exchanging. This should be incorporated into the curriculum to ensure optimal education.

Children can start with informal mathematics, which involves manipulation. This type of learning helps children develop more abstract thinking and learn important formal procedures. Many children do not recognize or fix their disconnected facts that need to be remembered. Some also do not see the need to look for patterns or understand the meaning, which can make them feel confused compared to their classmates who learn with ease. However, some adults may rush ahead in their learning like children who are eager to learn and memorize what they have been taught.

There is a gap between formal and informal methods of learning in terms of difficulty in studying mathematics. Some children are able to grasp these methods faster than their teachers or parents. As adult learners, we should consider the time we spend focusing in class and discuss new aspects of learning before moving on to understand other abstract concepts. (Malmer, G.)

According to a study published in Dyslexia in 2011, there is an often overlooked relationship between mathematics and dyslexia. It states that not all individuals with dyslexia necessarily struggle with mathematics. In fact, there are several people who experience difficulties with math even

without having dyslexia (Mathematics and dyslexia—An overlooked connection, 2011, p.223-230).

Most children have a good memory and are able to follow step-by-step procedures. They can comprehend logical formulas and often prefer to write and focus on specific details. However, there are some children who struggle to see the bigger picture. These children have a grasp of mathematical patterns and insights. On the other hand, some children can memorize formulas but struggle to grasp their meaning. These children prefer working with paper and performing tasks related to functions, paying close attention to all the details without considering the overall picture (Malmer, 2011).

Some individuals have the ability to see a bigger picture in mathematics and perceive it in the form of mathematical patterns. These students may struggle with computation and memorizing procedures, but they excel at understanding mathematical concepts. As a result, they can mentally and swiftly solve mathematical problems, although there is a possibility of inaccuracies in their answers. However, they face challenges when it comes to explaining and articulating their solutions. On the other hand, individuals with dyslexia may encounter difficulties with mathematics and may be wrongly diagnosed with a neurologically based disability related to calculation (Malmer, 2011).

Individuals with dyslexia may have difficulty learning mathematical concepts and vocabulary through the use of mathematical symbols. They may also struggle with similar mathematical problems. Learning mathematical concepts may be more challenging than acquiring academic knowledge or other taught concepts. It is important for people to be prepared to solve mathematical problems and understand principles, even if they experience difficulties related to dyslexia.

References

1. Garnett, Kate. (2014). Math learning disabilities. Learning Disabilities Journal of CEC.
2. Geary, D. C.
   

(2012).

The text includes information from two sources. The first source is a journal article titled "Mathematics and learning disabilities" from the Journal of learning disabilities, with the citation 37(1), 4-15. The second source is an article titled "Mathematics and dyslexia—An overlooked connection" by G. Malmer, published in Dyslexia with the citation 6(4), 223-230. The third source by C. Wright does not have any specific information provided.

Learning disabilities in math can be addressed by the National Center for Understanding Disabilities Inc. through their website, http://www.IDonline.

Org.