# Factors that creates mathematical disabilities in children

Children who start elementary school with many difficulties that associating small exact quantities of items with the printed figures that represent those quantities are more likely to develop a math related disabilities. Children have difficulties grasping the fundamental concept of exact numerical quantities. Early factors correlated with a math learning disability were difficulty in recalling answers to single digit addition problems, distractibility in class and difficulty to understand the more multifaceted math problems that can be broken down into smaller problems which can be solved individually. Maths School Sydney​ children did make limited progress in subsequent grades, as fifth grade they had not caught up to their typically achieving peers in the ability to recall number facts. Once we recognize such factors, we can modify them through appropriate teaching methods to help children who have difficulty to learning and using mathematics. Following are some basic factors which createsto mathematical disabilities in children, these are:

1. Memory complications: memory complications may affect children’s mathematical performance in several ways. For example, many children might have memory problems that makeshinderin their ability to remember the basic arithmetic facts quickly. But in upper scores, memory difficulties may influence children’s ability to recall the steps needed to solve more difficult word problems as to recall the steps of algebraic equations and to remember the meaning of specific symbols. Children may exhibit unpredictable performance as leading teachers mostly says, he/she knew the math facts yesterday but can’t seem to remember today.
2. Cognitive development: children with math disabilities may have trouble because of delay in cognitive development which hinders learning and also in processing information. This might lead to problems with; better understanding the relationship between numbers like fraction and decimal, addition, subtraction, multiplication and division. Solving word problems with better understanding of number system and also using effective counting strategies.
3. Visual altitudinal: these problems may interfere with children’s ability to perform math problems correctly. These problems include; misaligning numbers in any column for calculation, problem with place value that involve understanding the base ten system for children and distress in interpreting math diagrams and understanding geometry.
4. Language issues: the language factor in mathematics that involve recognition and understanding of words and symbols. For children with language based learning disabilities, this mathematical language can present as a challenge for them. So, teaching the multiple meanings of words used in mathematicsis vital for children with language based problems. There are many words in mathematics which have multiple meanings like second, prime, and square. These type of words can be easily misinterpreted by children who are harassed with language problems. For children whose primary language is not English also called English language learners, they encounter problems with math and also have the learning disabilities. For these type of children, language of mathematics and the vocabulary of mathematics can be problematic. So, previewing and reviewing the mathematical vocabulary is critical to facilitate their understanding of mathematics. So, teachers make sure that each and every child has the symbolic and linguistic foundations for mathematical concepts.