Key indicators of the difficulties specific to the development of arithmetic skills in primary school-age children
Abstract
The main goal of the presented study is to map the individual key indicators of difficulties in the development of arithmetic skills of young school-age children who are at risk of developing mathematical learning disorders. Our intention is to find the risk factors which cannot be merely explained by the low intelligence of the individual, insufficient home preparation and/or by the inadequate teaching methods at school.
Based on research conducted abroad, we assume more subtypes of specific learning disorders in mathematics divided in accordance with their root causes of those disorders and requiring different forms of intervention. We assume, that the outcome of the research can provide us with suggestions for the development of appropriate diagnostic methods, including screening methods.