| According to some research reports, few | | | | such as drill or mnemonic devices, may help |
| students are referred to special education | | | | to alleviate specific difficulties with a |
| testing for mathematical disabilities. In | | | | trained and sensitive teacher or tutor. |
| fact, mathematical disabilities do not exist | | | | |
| as a structured whole in testing situations | | | | If a parent's child is failing in math, it is |
| but rather as a group of abilities, usually | | | | important to ask some questions: What |
| distilled into the arithmetic or | | | | specific skills is my child deficient is? |
| computational disability. Children and even | | | | Computation? Reasoning? Logic? Verbal |
| adults who cannot remember multiplication | | | | problems? Spatial relationships? |
| tables or add a set of numbers are often | | | | |
| thought of as disabled or un-abled while | | | | If the teacher cannot specify areas which |
| those who are said to have spatial talents | | | | need improvement, ask for a review of the |
| are often viewed as talented. Many separate | | | | child's anecdotals to pinpoint areas of |
| mathematical abilities and disabilities may | | | | weakness. Is the math syllabus geared to |
| exist side-by-side and either may be | | | | specific areas of competency? If so, what |
| neglected based on the teacher's or the | | | | are those areas? |
| school's approach to teaching math. | | | | |
| | | | Does the child seem to have specific problems |
| What is viewed as mathematical ability cannot | | | | with language in math? If so, has the |
| just depend on the computational, but should | | | | teacher given the students an extensive and |
| also take into account the spatial reasoning, | | | | detailed list of definitions of terms used in |
| symbolic reasoning, logic and broad | | | | the course? Are mimeographed sheets being |
| problem-solving ability. | | | | used instead of modeled lessons with |
| | | | reinforcement by homework? Is the child |
| Many have heard of the child known as the | | | | given time and opportunity to use |
| autistic savant who can tell someone the day | | | | manipulatives in the classroom if it appears |
| of the week on which they were born within | | | | the difficulty is related to understanding |
| seconds when given only the date of birth. | | | | word problems? |
| There are many people who are blessed with a | | | | |
| high degree of intelligence and ability in a | | | | It's important to remember that no one is |
| very narrow area, such as calculations of | | | | born mathematically challenged and that many |
| calendar dates, but who lack broader | | | | are born with great capacities in a very |
| abilities in more conventionally accepted | | | | narrow area. To expand a child's math |
| areas. | | | | abilities, work with the teacher to determine |
| | | | whether the child's difficulties lie in the |
| While many students have difficulties | | | | area of language or perception of quantity or |
| remembering multiplication tables and | | | | space. |
| formulas, these same students may have talent | | | | |
| in problem-solving or in computer | | | | If, after talking to the teacher, a parent |
| programming. Mathematical reasoning is not | | | | still has questions about pronounced |
| monolithic and it is not a simple quality to | | | | deficiencies, the questions should be further |
| define. | | | | pursued to the department chair or to the |
| | | | principal. |
| If a parent feels one's child is experiencing | | | | |
| difficulty in math class, this may not mean | | | | Parents are often a child's best advocate for |
| the child needs remediation in all areas of | | | | ensuring optimum education. |
| mathematical reasoning. Various techniques, | | | | |