ADHD and Mathematics

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ADHD and Mathematics

• Melissa McGonnell, M. Sc.
• Dalhousie University

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ADHD

• Defining symptoms
• Hyperactivity/Impulsivity
• Inattention
• 5 of school-aged children
• Most common disorder presenting to childrens
  mental health services
• Cost 2-3X more to health care

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ADHD and School

• Comorbidity
• Academic underachievement
• Learning disabilities (Barkley, 1998)
• Reading (10 - 40)
• Spelling (15 - 30)
• Mathematics (15 - 30)

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ADHD and Mathematics

• Psycinfo
• ADHD
• 7686
• Math
• 4522
• ADHD math
• 90
• Academic achievement
• 19

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Historically

• Concerning Mathematicians, Soothsayers, and
  Kindred Evildoers The study and teaching of the
  science of geometry is in the public interest,
  but whosoever practices the damnable art of
  mathematical divination, shall be put to the
  stake.
• (Codex Justinianus, c. 650 AD)

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• E mc2
• Do not worry about your difficulties in
  mathematics I can assure you that mine are still
  greater.
• Albert Einstein

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Summarizing societys view

• OK to hate math
• OK to not be good at math
• I cant do math.
• I was never good at math.
• Calculating best buy
• Calculating sale price
• Giving change
• Less OK
• I cant read.

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• Mathematics is one of the essential emanations
  of the human spirit, - a thing to be valued in
  and for itself, like art or poetry.
• (Oswald Veblon, 1924)

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Mathematics disabilities (MD)

• Less attention to research
• Less theoretical development
• (Robinson, Menchetti, Torgesen, 2002)

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Theories of learning disabilities

• Observable learning/performance problem
  specifically described
• Identification of deficient cognitive process(es)
• Specification of weakness in CNS function
• Specification of aetiology
• (Robinson, Menchetti, Torgesen, 2002)

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Theories of learning disabilities

• Reading
• Observable learning/performance problem
  specifically described
• Identification of deficient cognitive process(es)
• Specification of weakness in CNS function
• Specification of aetiology

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Theories of learning disabilities

• Reading
• Observable learning/performance problem
  specifically described (word reading)
• Identification of deficient cognitive process(es)
• Specification of weakness in CNS function
• Specification of aetiology

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Theories of learning disabilities

• Reading
• Observable learning/performance problem
  specifically described (word reading)
• Identification of deficient cognitive process(es)
  (phonological processing)
• Specification of weakness in CNS function
• Specification of aetiology

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Theories of learning disabilities

• Reading
• Observable learning/performance problem
  specifically described (word reading)
• Identification of deficient cognitive process(es)
  (phonological processing)
• Specification of weakness in CNS function (MRI
  and fMRI - structure and function)
• Specification of aetiology

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Theories of learning disabilities

• Reading
• Observable learning/performance problem
  specifically described (word reading)
• Identification of deficient cognitive process(es)
  (phonological processing)
• Specification of weakness in CNS function (MRI
  and fMRI - structure and function)
• Specification of aetiology (genetic)

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Theories of learning disabilities

• Math
• Observable learning/performance problem
  specifically described (basic facts)
• Identification of deficient cognitive process(es)
  (?)
• Specification of weakness in CNS function (?)
• Specification of aetiology (?)

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Math competencies

• Jordan, Hanich, Kaplan, 2002
• Poor vs. good fact mastery (Grade 3)
• Irrespective of IQ
• Story problems
• Performed same level, progressed similarly
• Broad math achievement
• Progressed similarly Poor fact group lower
• Poor fact mastery group
• Little growth on timed number facts
• Normal growth in other areas of math

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Overall

• Deficits in fact mastery
• Highly persistent
• Independent of reading and language abilities

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MD

• Cognitive processes?
• Phonological (sounds of individual numbers weakly
  encoded)
• Mispronounce words
• Mispronounce math facts
• Weak number sense
• Meaning of 3 or 3X4?
• Weakness in both
• (Robinson, Menchetti, Torgesen, 2002)

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MD

• Cognitive processes?
• Working memory deficits
• In MD and MD RD, not RD alone
• (Klorman, et al., 2002)
• Predicted problem solving skill independent of
• Algorithm knowledge
• Fluid intelligence
• Reading and math skill
• Phonological knowledge
• (Swanson, 2004)

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ADHD MD

• Children with ADHD-C overestimate academic
  competence more than controls or children with
  ADHD-I
• (Owens Hoza, 2003)
• ADHD-I have better math than spelling achievement
• (Howell, 2002 DA)

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ADHD MD

• Deficits in academic performance may be
  considered an indicator of developing childhood
  psychopathology
• (Hill, Locke, Lowers, 1999)
• ADD/noH (ADHD-I) students have lower math
  achievement than students with ADHD (ADHD-HI)
• (Marshall, Hynd, Handwerk, 1997)

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Cognition in MD(Dosoete Roeyers, 2005)

• Mostly adult models
• Applied to children?
• Three factor model (9 skills)
• Nonsemantic/visual
• Semantic
• Semi-semantic

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Cognitive building blocks (G3)(Dosoete
Roeyers, 2005)

• Non-semantic/visual
• Numeral reading and production e.g. Read (or
  write down) 9 or 4
• Operation symbol reading and production
• e.g. Read and explain the meaning of 2 or ¼
• Procedural calculation e.g. 47- 9 __

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Cognitive building blocks (G3)(Dosoete
Roeyers, 2005)

• Semantic
• Number system knowledge
• e.g. How many units, 10s are there in 47? And in
  9?
• Number sense e.g. 47 is nearest to __. Choose
  between 4, 7, 40 or 70

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Cognitive building blocks (G3)(Dosoete
Roeyers, 2005)

• Semi-semantic
• Language comprehension e.g. 9 less than 47 is __
• Mental representation e.g. 47 is 9 less than __
• Context information
• e.g. Wanda has 47 cards. Willy has 9 cards less
  than Wanda. How many cards does Willy have?
• Selecting relevant information
• e.g. Wanda has 47 cards. Willy has 9 cards less
  than Wanda and 2 cards more than Linda. How many
  cards does Willy have?

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Conclusions(Dosoete Roeyers, 2005)

• Not unique (semantics only) solution
• Not three factor solution
• Maturational lag versus deficiency
• No clear pattern
• MD similar to younger students on some (language
  and non-semantic), not all (semantic magnitude,
  selecting relevant info), skills

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Not considered

• Reading and writing numerals
• 1 1
• 7 7
• 2 2
• 3 3
• 4 4
• 9 9

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And

• Visual perception
• Organizing work on a page
• Spacing
• 146 vs. 14 6
• Crowding
• 1 7 vs. 17
• Readable later on?
• Lining up numbers
• Graph paper?
• Obsessive neatness

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And language

• 2/3
• Two-thirds
• Two out of three
• Two divided by three
• Less than
• 7 less than a number is 11
• x 7 11
• A number is seven less than 11
• x 11 - 7
• 11 - 7 x

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Cognitive rigidity
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Lack of flexibility
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Algebra
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My research?

• Data base at ADHD clinic
• Patterns of MD
• Further assessment of students diagnosed with
  ADHD with and without MD
• Working memory/phonological knowledge
• Fact knowledge/speed of retrieval
• Cognitive math skills?
• Semantics of math and english

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• What do you get when you divide the circumference
  of your jack-o-lantern by the diameter?
• Pumpkin ?

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