2017 Volume 65 Issue 1 Pages 106-119
Authors of previously published studies have proposed several subtypes of mathematics disorder, based on neuropsychological deficiencies. In the present study, 2 standards were used to classify and examine types of mathematics disorder: (a) application of procedural knowledge skills, and (b) conceptual understanding. The participants were children (N=31; 19 boys, 12 girls; 4th to 9th graders) who had scored FIQ90 or above on the WISC-III and WISC-R tests (except for 1 of the children), and who had been given remedial education. Analysis of their test results from the standpoint of mathematical thinking identified 4 groups of mathematics disorders. The participants who were classified into 2 of the groups scored poorly on recalling numerical facts and performing calculations, and thus would be diagnosed as having a mathematic disorder. The participants classified into the other 2 groups, on the other hand, either scored poorly on allocating or dividing artifacts, or could not generate any ideas that were crucial for internalizing cognitive operations. If assessed using standard diagnostic testing, these latter participants might not be classified as having a mathematics disorder. The results of this study therefore suggest that the scope of testing that screens for mathematics disorders should be broadened to include evaluation of the children’s conceptual understanding from the perspective of mathematical thinking.
