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Dyscalculia: a practitioner’s view

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journal contribution
posted on 13.09.2011, 08:50 by Clare Trott
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.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

TROTT, C., 2010. Dyscalculia: a practitioner’s view. Assessment and Development Matters, 2 (2), pp. 19-21.

Publisher

© The British Psychological Society

Version

AM (Accepted Manuscript)

Publication date

2010

Notes

This article was published in the journal Assessment and Development Matters [© The British Psychological Society] and the definitive version is available at: http://www.bps.org.uk/content/assessment-development-matters-vol-2-no-2-summer-2010

ISSN

2040-4069

Language

en

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