DISABILITIES OF ARITHMETIC AND MATHEMATICAL REASONING - PERSPECTIVES FROM NEUROLOGY AND NEUROPSYCHOLOGY

Current research on brain-behavior relationships in disabilities of ar ithmetic and mathematical reasoning is reviewed from both a neurologic al and a neuropsychological perspective. Although no entirely satisfac tory statement of the relationship between arithmetic skills and brain functions has yet emerged, investigators in this area have provided e vidence regarding the involvement of some brain systems in processes o f calculation. Also, the developmental importance of right- versus lef t-hemisphere integrity for the mediation of arithmetic learning and pe rformance has been suggested. We propose that an account of brain-beha vior relationships in children intended to explain and predict develop mental disabilities of arithmetic learning needs to address several im portant content and processing distinctions in order to (a) encompass empirically derived subtypes of children with learning disabilities wh o exhibit difficulties with arithmetic and (b) provide adequate direct ion for future subtyping and intervention research.