MATHEMATICS CHALLENGES

INCOMPLETE KNOWLEDGE OF MATHEMATICAL FACTS

- Number facts are the basic computations students are required to memorize in the earliest grades of elementary school. Recalling these facts efficiently is critical because it allows a student to approach more advanced mathematical thinking without being bogged down by simple calculations.

COMPUTATIONAL WEAKNESS
- They make errors because they misread signs, carry numbers incorrectly, or may not write numerals clearly enough or in the correct column. These students often struggle, especially in primary school, where basic computation and "right answers" are stressed. Often, they end up in remedial classes, even though they might have a high level of potential for higher-level mathematical thinking.

DIFFICULTY TRANSFERRING KNOWLEDGE
- One fairly common difficulty experienced by people with math problems is the inability to easily connect the abstract or conceptual aspects of math with reality. Understanding what symbols represent in the physical world is important to how well and how easily a child will remember a concept. Holding and inspecting an equilateral triangle, for example, will be much more meaningful to a child than simply being told that the triangle is equilateral because it has three equal sides. And yet children with this problem find connections such as this painstaking at best.

INCOMPLETE UNDERSTANDING OF THE LANGUAGE OF MATH
- For some students, a math disability is driven by problems with language. These children may also experience difficulty with reading, writing, and speaking. In math, however, their language problem is confounded by the inherently difficult terminology, some of which they hear nowhere outside of the math classroom. These students have difficulty understanding written or verbal directions or explanations and find word problems especially difficult to translate.

DIFFICULTY COMPREHENDING THE VISUAL
- A far less common problem, and probably the most severe, is the inability to effectively visualize math concepts. Students who have this problem may be unable to judge the relative size of three dissimilar objects. This disorder has obvious disadvantages, as it requires that a student rely almost entirely on wrote memorization of verbal or written descriptions of math concepts that most people take for granted. Some mathematical problems also require students to combine higher-order cognition with perceptual skills, for instance, to determine what shape will result when a complex 3-D figure is rotated.