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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8796

Title: Dyscalculia: a practitioner’s view
Authors: Trott, Clare
Issue Date: 2010
Publisher: © The British Psychological Society
Citation: TROTT, C., 2010. Dyscalculia: a practitioner’s view. Assessment and Development Matters, 2 (2), pp. 19-21.
Abstract: 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.
Description: 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
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/8796
Publisher Link: http://www.bps.org.uk/content/assessment-development-matters-vol-2-no-2-summer-2010
ISSN: 2040-4069
Appears in Collections:Published Articles (Mathematics Education Centre)

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