ABSTRACT
This chapter first touches on the complex nature of mathematics. It considers ‘number sense’ as a foundation for mathematical understanding and skill. Definitions of impairment in mathematics, specific disorder of arithmetical skills, and dyscalculia are examined. The chapter sets out the prevalence of impairment in mathematics and its co-occurrence with other disorders. Possible physiological and emotional causal factors relating to mathematics impairment are discussed.
Identification and assessment are considered in relation to commercially available tests, early identification based on observation of apparent difficulties, and assessment based on an individual’s response to intervention. Provision is examined regarding the curriculum and curriculum-based assessment. Pedagogy is discussed in terms of explicit teaching and practice of number sense, and the progress from concrete experience to symbolic representations and basic number facts. Also covered are, developing understanding of mathematics language, drawing on everyday experiences of mathematics, using computers for mathematics learning, and reducing mathematics anxiety. Resources considered include concrete materials such as rods and blocks, adapted equipment, and computer software. Counselling for severe mathematics anxiety is touched on. Opportunities for learners to respond and to talk through their thinking, and small group and paired discussions are considered.
