ABSTRACT
This chapter focuses on individual differences in the cognitive processes involved in arithmetic. Some of the most striking evidence for the componential nature of arithmetic, and the possibility of individual differences in the relative levels of functioning of the different components, comes from studies of patients who have become dyscalculic as the result of brain damage. Functional brain imaging studies also show that different arithmetical processes may predominantly involve different regions or networks of the brain. A child seems stupidity in learning arithmetic may, perhaps, be a proof of intelligence and good sense. Difficulties in retrieving arithmetic facts are very common and tend to be persistent. Some other children could deal with single-digit arithmetic but had serious difficulty in achieving even limited understanding of tens, units and place value. Many studies have examined children’s difficulties with arithmetical procedures and in particular their incorrect strategies.
