ABSTRACT
Speed of working and speed of responding to questions are part of the culture of mathematics. For example, Bryant et al. in a survey in the USA of teacher-identified mathematics weaknesses gave, ‘Takes a long time to complete calculations’ as the sixth ranked weakness. Against this culture of speed of responding there is the issue that slow processing of information presented as symbols is a characteristic of several learning difficulties, including dyslexia and dyspraxia. The slower processing speeds of students with special needs are recognised by many examination boards in the UK and other countries. The 1995 classroom study was set up primarily to investigate and compare error patterns made by mainstream students and dyslexic students. However, the test did provide some preliminary data on speed of working and accuracy. The basic fact tests are a possible indicator of slow processing, particularly the addition and subtraction tests.
