In this condition, arithmetic ability is very much below expectation as measured by standardized tests. This problem is observed in 5 to 8% of school-aged children. While this condition can be seen in isolation, without any other problems, it can occur together with attention deficit disorder and with reading disorder.

There is a consistent pattern of cognitive strengths and weaknesses in children with mathematical learning disability. Many children do not understand certain counting concepts and have a variety of deficits in simple arithmetic. While achievement tests sample a broad range of arithmetic concepts, children with arithmetic disorder can have severe deficits in some of these areas and at least adequate competencies in other areas.

Three general subtypes of math or arithmetic disability can be described. First, in the Procedural Subtype, there is a difficulty in the use of certain counting procedures and/or problem-solving strategies. Second, in the Semantic Memory Subtype, there is a difficulty with the memorization and retrieval of “math facts.” Third, the Visuospatial Subtype is characterized by difficulties in spatially representing numerical and other forms of mathematical information such as graphs and charts.

It is important to understand these different subtypes because they implicate involvement of different brain regions.

If you have any questions about learning disabilities or their evaluation, please email Dr. Koziol. You may call him at (847) 686-3643. Leave your message on the confidential voice mail system and your call will be answered as soon as possible.

You may also write to:

Leonard F. Koziol, Psy. D.
3800 N. Wilke Road
Suite 160
Arlington Heights, IL 60004

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