The Role of Number Sense in Reducing Mathematical Learning Disorders Among Children With Learning Disabilities

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Abstract

Mathematical learning disorder is a prevalent issue among students, with an estimated 5 to 8 percent of children aged 6 to 14 facing difficulties in math lessons. This disorder has a significant impact on an individual's academic performance, daily life, and society as a whole. The purpose of this paper is to explore the role of number sense in reducing math learning disorder among LD children. The paper will examine the definition and characteristics of mathematical learning disorder and its neurological explanation. Additionally, it will discuss the importance of number sense in mathematical learning and how it can be used to reduce the impact of math learning disorder.

Authors

• Alireza Heidarzadegan, University of Sistan and Baluchestan

• Mitra Rastgoumoghadam, University of Birjan

• Homa Noori, University of Birjand