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Disabilities of Arithmetic and Mathematical Reasoning

Perspectives From Neurology and Neuropsychology

Byron P. Rourke, PhD, is a professor of psychology and a university professor at the University of Windsor and a member of the faculty of the School of Medicine, Department of Child Psychiatry, and the Child Study Center, Yale University.

James A. Conway

James A. Conway is in the doctoral program in clinical neuropsychology at the University of Windsor. His research interests include the relationship between sleep states and learning and the more general field of elecrophysiological indices of brain–behavior relationships. Address: Byron P. Rourke, Department of Psychology, University of Windsor, Windsor, Ontario, Canada N9B 3P4.

Current research on brain–behavior relationships in disabilities of arithmetic and mathematical reasoning is reviewed from both a neurological and a neuropsychological perspective. Although no entirely satisfactory statement of the relationship between arithmetic skills and brain functions has yet emerged, investigators in this area have provided evidence regarding the involvement of some brain systems in processes of calculation. Also, the developmental importance of right- versus left-hemisphere integrity for the mediation of arithmetic learning and performance has been suggested. We propose that an account of brain–behavior relationships in children intended to explain and predict developmental disabilities of arithmetic learning needs to address several important content and processing distinctions in order to (a) encompass empirically derived subtypes of children with learning disabilities who exhibit difficulties with arithmetic and (b) provide adequate direction for future subtyping and intervention research.

Journal of Learning Disabilities, Vol. 30, No. 1, 34-46 (1997)
DOI: 10.1177/002221949703000103


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