ABSTRACT
This chapter considers definitions of mathematics disorder and looks at its prevalence. I examine causal factors; and the identification and assessment of mathematics disorder. Provision is then described in terms of teaching prerequisite skills, general approaches, mathematics difficulties relating to developmental co-ordination disorder, and mathematics difficulties relating to reading disorder. In the final section the chapter summarises provision in relation to
curriculum and assessment; pedagogy; resources; therapy/care; and school and classroom organisation. An example of an Internet site giving a brief overview of mathematics disorder is (www.schwablearning. org/articles).
