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Learning Disorder: Mathematics: Differential Diagnoses & Workup

Author: Vidhu V Thaker, MB, BCh, MD, Instructor in Pediatrics, Albert Einstein College of Medicine; Consulting Staff, Department of Pediatrics, Jacobi Medical Center
Contributor Information and Disclosures

Updated: Dec 17, 2008

Differential Diagnoses

Learning Disorder: Reading

Other Problems to Be Considered

Mathematical learning disorder may be associated with other neurodevelopmental or neuropsychological abnormalities; recognizing and simultaneously treating these disorders is as important as treating the principal disability.

Workup

Procedures

Mathematics assessments play a valuable role in identifying students' strengths and weaknesses and in developing and monitoring instructional practices. The following assessment strategies are the most popular in use today.

  • The term portfolio refers to collections of students' work that exhibit their efforts, progress, and achievements in single or multiple subjects. In mathematics assessment, a portfolio can be a useful tool to monitor student learning and the effectiveness of instructional programs. In assembling a portfolio, ensure that content a valid representation of curricular goals, content is collected within a time frame, and content represents various situations. Documented analysis of the student's portfolio that incorporates the following points can be used to monitor student progress on a regular basis:
    • Answer correct or incorrect
    • Computational skills demonstrated or lacking
    • Reading errors that may have contributed to the incorrect solution
    • Syntactical errors made
    • Strategy used to solve problem
    • Visual aids (eg, pictures, graphs) used
  • Criterion-referenced test results demonstrate student knowledge of specific content that is unrelated to peer performance. These tests present a sufficient number of items to measure various aspects of mathematics skills. The tests are conducted within a specified time period (usually 1.5 times that of an average child's performance time) to identify specific skill deficiencies.
  • Curriculum-based measurement (CBM) is a validated version of curriculum-based assessment. CBM involves ongoing measurement of a student's actual performance in comparison to the school curriculum's planned outcomes. Because CBM uses the school's curriculum as a basis for comparison, CBM provides great help to teachers on a daily basis by evaluating each student's learning rates, by determining what instruction is needed, and by ascertaining the effectiveness of interventions with individual students.
    • Calculation error analysis, using structured interviews and checklists, rating scales, or both, is an efficient way to identify a student's calculation strategies. Checklists and rating scales can be used to note strategies used during the interview or strategies observed while the student performs a calculation. Checklists can be dichotomous (yes/no) responses or can use Likert scale (ie, sliding scales ranging from never to always). One approach is for the interviewer to give a student a problem and then ask the student to "think out loud" while working on the solution.
    • Observations provide valuable data, which should be combined with data accumulated via other strategies to assess the overall effectiveness of instructional efforts. Within the instructional context, teachers continually make informal judgments about student progress.
  • Gathering information about a student's motivation and confidence level during an instructional activity sometimes proves helpful. Students may respond to a brief survey of questions about their confidence level and any difficulties they encounter.

More on Learning Disorder: Mathematics

Overview: Learning Disorder: Mathematics
Differential Diagnoses & Workup: Learning Disorder: Mathematics
Treatment & Medication: Learning Disorder: Mathematics
Follow-up: Learning Disorder: Mathematics
References
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References

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Further Reading

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Keywords

mathematic learning disorder, MD, dyscalculia, reading disorder, RD, learning disability, cognitive development, linguistic development, perceptual disabilities, brain injury, dyslexia, developmental aphasia, attention deficit hyperactivity disorder, ADHD

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Contributor Information and Disclosures

Author

Vidhu V Thaker, MB, BCh, MD, Instructor in Pediatrics, Albert Einstein College of Medicine; Consulting Staff, Department of Pediatrics, Jacobi Medical Center
Vidhu V Thaker, MB, BCh, MD is a member of the following medical societies: American Academy of Pediatrics
Disclosure: Nothing to disclose.

Medical Editor

Angelo P Giardino, MD, PhD, Clinical Associate Professor, Department of Pediatrics, Baylor College of Medicine; Medical Director, Texas Children's Health Plan, Inc
Angelo P Giardino, MD, PhD is a member of the following medical societies: Academic Pediatric Association, American Academy of Pediatrics, American Professional Society on the Abuse of Children, Harris County Medical Society, Helfer Society, and International Society for Prevention of Child Abuse and Neglect
Disclosure: Nothing to disclose.

Pharmacy Editor

Mary L Windle, PharmD, Adjunct Assistant Professor, University of Nebraska Medical Center College of Pharmacy, Pharmacy Editor, eMedicine
Disclosure: Pfizer Inc Stock Investment from financial planner; Avanir Pharma Stock Investment from financial planner ; WebMD Salary and stock Employment and investment from financial planner

CME Editor

Carrie Sylvester, MD, MPH, Director of Education in Child and Adolescent Psychiatry, Professor, Departments of Psychiatry and Pediatrics, Northwestern University Medical School
Carrie Sylvester, MD, MPH is a member of the following medical societies: American Academy of Child and Adolescent Psychiatry, American Academy of Pediatrics, American Medical Women's Association, American Psychiatric Association, and American Society for Adolescent Psychiatry
Disclosure: Nothing to disclose.

Chief Editor

Caroly Pataki, MD, Professor of Clinical Psychiatry and Behavioral Sciences, Department of Psychiatry, Division Chair, Child and Adolescent Psychiatry, Director of Training, Child and Adolescent Psychiatry Residency Program, University of Southern California Keck School of Medicine
Caroly Pataki, MD is a member of the following medical societies: American Academy of Child and Adolescent Psychiatry, New York Academy of Sciences, and Physicians for Social Responsibility
Disclosure: Nothing to disclose.

 
 
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