HKIER

Abstract

The present paper gives an account of the different terminologies and definitions of mathematics disorder. In order to answer the question on why and how mathematics is so difficult for some children, related studies are reviewed and the author’s clinical experience in working with children having mathematics disorder is shared. The review mainly includes studies on how four domain-specific abilities (i.e., arithmetic procedural skills, number-fact retrieval, place-value concept, and number sense) and two domain-general processing abilities (i.e., working memory and processing speed) may account for children’s mathematics learning disabilities. In experience sharing, children’s errors made in mathematic tests are analyzed to illustrate their difficulties. Teachers are recommended to pay attention to children’s error patterns in low mathematic achievement so as to identify their learning disabilities in mathematics as early as possible.

Keywords: mathematics disorder; domain-specific abilities; domain-general abilities

摘要

本文首先介紹有關數學障礙的不同學術名稱及定義，再以相關的研究及臨床經驗，幫助讀者了解為甚麼有些孩子認為「數學真難呀！」，進而探討他們的難處何在。研究顯示數學障礙主要與四項數字相關的能力（即運算步驟的掌握、數字組合的檢索能力、位值概念與數字感）及兩項腦部運作能力（即工作記憶與訊息處理速度）有關。至於經驗分享的部分，筆者對孩子在數學測驗中所犯的錯誤作出分析，並展示他們在某項能力上所遇到的困難。最後，筆者提議老師多留意孩子在數學表現上常犯錯誤的模式，務求及早識別他們在數學方面的學習障礙。