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