ABSTRACT

This chapter considers definitions of mathematics disorder; its prevalence; causal factors; and its identification and assessment. 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. The chapter summarises provision in relation to curriculum and assessment; pedagogy; resources; therapy/care; and organisation. An example of an Internet site with a brief overview of mathematics disorder is (www.schwablearning.org/articles).