Not Adding Up: Understanding Disorder of Mathematical Expression

“I hate math.” This is a sentiment we hear from many students and it is certainly nothing new. In fact, Disorder of Mathematical Expression has been a recognized developmental disorder since 1937. So while we know there are plenty of kids out there who “hate” this subject, what constitutes a diagnosis? Here are some of the signs you may notice in a student who fits this classification:

1. a higher than normal amount of incorrect answers in simple arithmetic
2. difficulty copying numbers or problems
3. difficulty memorizing multiplication tables and other arithmetic facts
4. difficulty reading and interpreting graphs and figures
5. difficulty counting
6. difficulty sequencing numbers (i.e. from highest to lowest, etc.)
7. difficulty performing accurate or fluent calculations
8. difficulty with basic math reasoning

While this list of possible signs is quite broad, there are some further factors you may want to consider when attempting to identify Disorder of Mathematical Expression:

Family: Many professionals believe that mathematics disorder, similar to others, seems to run in the family. Psychologists hold that there is a genetic component to this particular issue. So this may provide a way to be mindful of possible difficulties to come even if you don’t notice them at the present time.

Gender: Some studies have found that girls are more likely to struggle with mathematics, so since we have no scientific way of predicting learning disorders (LDs), being aware of studies and outcomes can be helpful in identification.

Prevalence: It is believed that about 1% of school-aged children have a mathematics LD. However, keep in mind that between 5 and 15% of students will be diagnosed with some type of learning problem, so vigilance and staying informed are vital in picking up on the signs.

Uniqueness: It is important to note that this type of LD differs greatly from a physical one. Language and math skills are learned, not innate, which means that a specific LD disrupts the normal pattern of learning academic skills. We cannot expect to find out about a math issue from a visit to a pediatrician, so we must be mindful of what’s happening in the classroom and with a student’s grades, class performance, test scores, level of frustration, etc.

So if you suspect that your student may fit the diagnosis for Disorder of Mathematical Expression, what can you do to help? Luckily, while there is no known way to prevent LDs, schools today offer many methods to ease the difficulties that one may produce. Here are a few of them:

Accommodations: Individual Education Plans (IEPs) are hugely helpful for students with any type of LD. However, because of the wide variety of problems that can fall under the diagnosis of mathematics disorder, IEPs can vary considerably. They may include hands-on instruction, resource classes, extended time on tests, instruction emphasizing basic mathematical concepts, and more. The IEP may even cover other language deficiencies which contribute to the math LD, such as dyslexia. Contact your child’s guidance counselor and school psychologist to see if accommodations are available and how to use them.

Tutoring: Whether it’s in school, peer-to-peer, or outside tutoring, having an academic coach can be immensely helpful to those students with math difficulties. Motivation and positive reinforcement can go a long way toward making a difficult journey easier. Early intervention for learning difficulties and developing the student’s natural strengths can help reduce student frustration.

Information: It is vital to stay informed if you suspect your child may have Disorder of Mathematical Expression. Many parents find themselves lost in a maze of information and misinformation concerning learning issues. Here is a link to information specific to this LD:

http://www.minddisorders.com/Kau-Nu/Mathematics-disorder.html

Stay Positive: Finally, always remember that a learning disability is what a student has, not who he or she is. Remind your child that his or her ability is stronger than their disability.

Written by Phil Lane

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