Mathematics Disorder: A Review
Abstract
Mathematics disorder (MD) is a learning disorder characterized by difficulty in mathematics skills, often referred to as dyscalculia. This review summarizes the current literature on MD, its prevalence, associated cognitive impairments, and potential treatments. The literature indicates that MD is a distinct learning disorder, is usually associated with other learning disabilities, and has a prevalence rate of approximately 5-7% of school-aged children. Cognitive deficits associated with MD are broad and include deficits in working memory, processing speed, problem-solving skills, and language abilities. Potential treatments include cognitive strategies, tailored instruction, and pharmacological intervention, although further research is needed to determine the most effective treatments.
Keywords: mathematics disorder, dyscalculia, cognitive impairments, treatment
Mathematics Disorder: A Review
Mathematics disorder (MD), also known as dyscalculia, is a learning disorder characterized by difficulty in mathematics skills (Ramus, Gilger, & Hynd, 2013). This review summarizes the current literature on MD, its prevalence, associated cognitive impairments, and potential treatments.
Prevalence
MD is a distinct learning disorder, usually associated with other learning disabilities (Ramus et al., 2013). The prevalence rate of MD is estimated to be 5-7% of school-aged children (Ramus et al., 2013). The disorder is seen slightly more frequently in male than female children, and the prevalence increases with age (Ramus et al., 2013).
Cognitive Impairments
MD has been associated with a range of cognitive impairments, including deficits in working memory, processing speed, problem-solving skills, and language abilities (Ramus et al., 2013; Gebuis, van Loon, & Geurts, 2014). For example, Gebuis et al. (2014) found that children with MD had significantly lower scores on measures of working memory, processing speed, and problem-solving skills compared to neurotypical children. Similarly, Ramus et al. (2013) found that children with MD had significantly lower scores on measures of language ability than neurotypical children.
Treatment
Potential treatments for MD include cognitive strategies, tailored instruction, and pharmacological intervention (Gebuis et al., 2014). For example, Gebuis et al. (2014) found that children with MD who received tailored instruction and cognitive strategies demonstrated improved problem-solving skills and working memory compared to those who only received cognitive strategies. However, further research is needed to determine the most effective treatments for MD.
Conclusion
MD is a distinct learning disorder characterized by difficulty in mathematics skills. It is estimated to have a prevalence rate of 5-7% of school-aged children, and is usually associated with other learning disabilities. Cognitive deficits associated with MD are broad and include deficits in working memory, processing speed, problem-solving skills, and language abilities. Potential treatments include cognitive strategies, tailored instruction, and pharmacological intervention, although further research is needed to determine the most effective treatments.
References
Gebuis, T., van Loon, E., & Geurts, H. M. (2014). Cognitive deficits in children with mathematics disorder. Journal of Learning Disabilities, 47(6), 537–549.
Ramus, F., Gilger, J. W., & Hynd, G. W. (2013). Mathematics disorder: A review of definitions and characteristics. Neuropsychology Review, 23(2), 147–158.