The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties

The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (edited by Steve Chinn) presents an impressive collection of papers on mathematics learning difficulties and disabilities. The pool of authors is quite diverse, representing multiple countries, affiliated institutions, and various academic or corporate titles and ranks. The authors’ areas of expertise cover learning science, teacher education, language, cognitive psychology, mathematics instruction, curriculum design, neuroscience, educational psychology, assessment, special education, and educational technology.

Chinn approaches the issue in terms of the key factors and interrelationships between mathematics, the learner, and teacher. But the chapters seem to stand alone and are not arranged by common unifying themes, with the result that the book lacks cohesiveness and so may not be appropriate for an introductory course. Rather, it would be better utilized as a reference for those generally interested in learning difficulties and disabilities and who are exploring the issues specific to learning mathematics. In particular, Chinn raises sixteen essential questions (p.2) in understanding learning difficulties in mathematics and takes time to explain how the book addresses them in detail. Interested readers are encouraged to consider the following questions prior to reading the book.

1. What is dyscalculia/mathematics learning disabilities?
2. What are mathematics learning disabilities?
3. What about co-occurrence with other difficulties and disabilities?
4. What about early identification?
5. What other factors might be involved, for example, low socioeconomic status, working memory, slow processing?
6. What about heterogeneity?
7. What are the key skills and concepts for learning mathematics?
8. What are the key points in time for interventions?
9. How should we teach mathematics?
10. What is the role of metacognition?
11. What is the role of language and vocabulary?
12. Why are word problems difficult?
13. Why are fractions and division universally perceived as ‘difficult’?
14. Why is algebra hard?
15. What is the role of anxiety, resilience, and the affective domain?
16. How will IT help, now and in the future?

Take for example, the question “Why are word problems difficult?” At least two chapters of the book (8 and 27) are dedicated to answering this question. Readers presuming that teaching key vocabulary in word problems is the best solution to help students will be surprised by the range of elements associated with plausible reasons for students’ struggle with word problems.

On a personal note, I found Chapter 6 of the book — about the relationship between mathematics and logic in learning disabilities — to be quite stimulating intellectually. The authors pose the question “Is logical reasoning impaired in developmental dyscalculia, and is it enhanced in mathematically gifted children?” My initial belief was that students with strong logical reasoning skills will be better at math than those without. Intuitively I reasoned that mathematically gifted children would display stronger logical reasoning, but the chapter (especially its narrative in the discussion) challenged me to re-examine my preconceived notion of logical reasoning and the empirical measurements of related skills. Have you ever supposed that children struggling with mathematics would struggle in other subject areas? This book not only reviews the research that tries to answer such questions, but also discusses learning difficulties unique to mathematics and their relationships to disabilities across content areas.

I am convinced that most chapters of The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties will serve as far more than a didactic summary of current knowledge in the field. Each chapter is sure to fascinate readers with its wide range of perspectives and leave behind important ideas applicable to the myriad issues in the learning and teaching of mathematics.

Woong Lim (woonglim@unm.edu) is an Assistant Professor of Mathematics Education at University of New Mexico. His primary research interests include interrelations between language and mathematics and mathematics teacher education.