| Doesn't remember and/or retrieve
math facts. |
Uses a calculator or counts on fingers for
answers to simple problems; e.g. 2 x 5. |
| Doesn't use visual imagery
effectively. |
Can't do math in his/her head and writes
down even simple problems. Has difficulty
making change. |
| Has a visual spatial deficit. |
Confuses math symbols. Misreads numbers.
Doesn't interpret graphs or tables accurately.
May make careless mistakes in written work.
Has trouble maintaining a chequebook. |
| Becomes confused with math
operations, especially multi-step
processes. |
Leaves out steps in math problem-solving and
does them in the wrong order. Can't do long
division except with a calculator. Has trouble
budgeting. |
| Has difficulty in language processing
that affects the ability to do math
problem-solving. |
Doesn't translate real-life problems into the
appropriate mathematical processes. Avoids
employment situations that involve this set of
skills. |