Mathematics Learning Disorder 

  • Author: Vidhu V Thaker, MBBCh, MD; Chief Editor: Caroly Pataki, MD   more...
 
Updated: Nov 16, 2011
 

Background

Neurologic in origin, learning disorders impede a person's ability to store, process, and/or produce information. Learning disorders can affect the ability to read, write, speak, or compute mathematics and can impair socialization skills. The central clinical feature of a learning disorder is the lack of normal developmental skill, either cognitive or linguistic.

Definitions

Mathematical learning disorder (MD) also known as dyscalculia is a term used for a wide range of disorders caused by abnormalities in one or more of the basic psychological processes involved in understanding or use of math. Several manifestations of the disorder may occur throughout the life of the individual. Mathematical learning disorder does not include children who have learning problems caused primarily by (1) visual, hearing, or motor impairments; (2) mental retardation; (3) emotional disturbance; or (4) environmental, cultural, or economic disadvantages.[1, 2]

US clinicians should become familiar with the federal Individuals with Disabilities Education Act (IDEA), which defines learning disorders as "processing disorders that result in a significant discrepancy between potential and acquisition of various academic or language skills."[3, 4] Although this definition has raised several questions, it remains important in current clinical practice. Mathematical learning disorder is among the disabilities that qualify children for special education programs under IDEA.

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Epidemiology

Frequency

United States

Assessing the exact incidence of mathematical learning disorder is difficult due to paucity of studies that focus specifically on basic number and arithmetic skills.

Collectively, learning and language disorders comprise a very common set of problems. An estimated 10-20% of children and adolescents have a language disorder, a learning disorder, or both. Reading disorders (RDs) comprise a large portion of this group. An estimated 6-7% of elementary school children have been recognized with mathematical disorder. However, children often have more than one disorder; 56% of children with a reading disorder also showed poor mathematics achievement, and 43% of children with a mathematical learning disorder showed poor reading skills.

The estimated incidence may not accurately reflect the presence of the disorder. Some children may have narrow deficits in certain aspects of arithmetic (eg, counting) and perform well in all other aspects. However, standardized tests will still record a poor performance.

Mathematical learning disorder incidence among American children is higher than in Japanese, German, or French children. This higher incidence may be linked to the instructional course design.

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Contributor Information and Disclosures
Author

Vidhu V Thaker, MBBCh, MD  Attending Pediatrician, Haverstraw Pediatrics; Clinical Assistant Professor of Pediatrics, New York Medical College

Vidhu V Thaker, MBBCh, MD is a member of the following medical societies: American Academy of Pediatrics

Disclosure: Nothing to disclose.

Specialty Editor Board

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: Bayer Honoraria Review panel membership; Pfizer Grant/research funds Independent contractor; MedImmune Honoraria Review panel membership; Teva Pharmacutical travel & honoraria Managed Care Advisory Panel; CIGNA Honoraria Physician Advisory Council

Mary L Windle, PharmD  Adjunct Associate Professor, University of Nebraska Medical Center College of Pharmacy; Editor-in-Chief, Medscape Drug Reference

Disclosure: Nothing to disclose.

Carrie Sylvester, MD, MPH  Senior Child and Adolescent Psychiatrist, Sound Mental Health

Carrie Sylvester, MD, MPH is a member of the following medical societies: American Academy of Child and 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, Keck School of Medicine of the University of Southern California

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.

References

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