Dyscalculia: a practitioner’s view

DSM-IV (2000) defines Mathematics Disorder as ‘measured by a standardised test that is given individually, the person's mathematical ability is substantially less than would be expected from the person’s age, intelligence and education. This deficiency materially impedes academic achievement or daily living’. From this definition, it follows that a standardised measure of mathematical ability should be undertaken. However, the nature of the ‘mathematical ability’ is absent from this definition. Furthermore, the definition is for ‘Mathematical Disorder’ and this implies a stable cognitive root rather than achievement, which is mastery and subject to education and environment.