Dennis Maureen, Berch Daniel B, Mazzocco Michèle M M
Program in Neurosciences and Mental Health, The Hospital for Sick Children, Departments of Surgery & Psychology, University of Toronto, Toronto, Canada.
Dev Disabil Res Rev. 2009;15(1):80-9. doi: 10.1002/ddrr.54.
What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to mathematical learning difficulties and disabilities presented across the reviews. Specifically we consider how each of the reviews contributes to identifying the MLD phenotype by specifying the range of assets and deficits in mathematics, identifying sources of individual variation, and characterizing the natural progression of MLD over the life course. We show how principled comparisons across disorders address issues about the cognitive and behavioral co-morbidities of MLD, and whether commonalities in brain dysmorphology are associated with common mathematics performance profiles. We project the status of MLD research ten years hence with respect to theoretical gains, advances in methodology, and principled intervention studies.
什么是数学学习障碍（MLD）？本期特刊中的综述采用了不同的方法来定义MLD的概念。总体而言，它们展示了当前为达成共识定义所做努力的现状以及这一努力所面临的挑战。在这篇评论中，我们思考了各综述中提出的数学学习困难和障碍的途径。具体来说，我们考虑每篇综述如何通过明确数学方面的优势和缺陷范围、确定个体差异来源以及描述MLD在生命历程中的自然发展过程，来帮助识别MLD表型。我们展示了跨障碍的原则性比较如何解决关于MLD的认知和行为共病问题，以及脑形态异常的共性是否与共同的数学表现特征相关。我们预测了十年后MLD研究在理论进展、方法学进步和原则性干预研究方面的状况。
