| According to some research reports, few students | | | | Various techniques, such as drill or mnemonic devices, |
| are referred to special education testing for | | | | may help to alleviate specific difficulties with a trained |
| mathematical disabilities. In fact, mathematical disabilities | | | | and sensitive teacher or tutor. |
| do not exist as a structured whole in testing situations | | | | If a parent's child is failing in math, it is important to ask |
| but rather as a group of abilities, usually distilled into the | | | | some questions: What specific skills is my child |
| arithmetic or computational disability. Children and even | | | | deficient is? Computation? Reasoning? Logic? Verbal |
| adults who cannot remember multiplication tables or | | | | problems? Spatial relationships? |
| add a set of numbers are often thought of as disabled | | | | If the teacher cannot specify areas which need |
| or un-abled while those who are said to have spatial | | | | improvement, ask for a review of the child's |
| talents are often viewed as talented. Many separate | | | | anecdotals to pinpoint areas of weakness. Is the math |
| mathematical abilities and disabilities may exist | | | | syllabus geared to specific areas of competency? If |
| side-by-side and either may be neglected based on | | | | so, what are those areas? |
| the teacher's or the school's approach to teaching | | | | Does the child seem to have specific problems with |
| math. | | | | language in math? If so, has the teacher given the |
| What is viewed as mathematical ability cannot just | | | | students an extensive and detailed list of definitions of |
| depend on the computational, but should also take into | | | | terms used in the course? Are mimeographed sheets |
| account the spatial reasoning, symbolic reasoning, logic | | | | being used instead of modeled lessons with |
| and broad problem-solving ability. | | | | reinforcement by homework? Is the child given time |
| Many have heard of the child known as the autistic | | | | and opportunity to use manipulatives in the classroom |
| savant who can tell someone the day of the week on | | | | if it appears the difficulty is related to understanding |
| which they were born within seconds when given only | | | | word problems? |
| the date of birth. There are many people who are | | | | It's important to remember that no one is born |
| blessed with a high degree of intelligence and ability in | | | | mathematically challenged and that many are born |
| a very narrow area, such as calculations of calendar | | | | with great capacities in a very narrow area. To |
| dates, but who lack broader abilities in more | | | | expand a child's math abilities, work with the teacher to |
| conventionally accepted areas. | | | | determine whether the child's difficulties lie in the area |
| While many students have difficulties remembering | | | | of language or perception of quantity or space. |
| multiplication tables and formulas, these same students | | | | If, after talking to the teacher, a parent still has |
| may have talent in problem-solving or in computer | | | | questions about pronounced deficiencies, the questions |
| programming. Mathematical reasoning is not monolithic | | | | should be further pursued to the department chair or |
| and it is not a simple quality to define. | | | | to the principal. |
| If a parent feels one's child is experiencing difficulty in | | | | Parents are often a child's best advocate for ensuring |
| math class, this may not mean the child needs | | | | optimum education. |
| remediation in all areas of mathematical reasoning. | | | | |