6 Reasons Your
Child Has
Difficulties in
Math
(That Need Attention Now)
Guide and checklist
By Erin Smilkstein, MA.Ed.
“There is no such thing as a math brain.
You can learn ways to unlock any
natural math ‘genius’—when you have
the right tools.”
– Erin Smilkstein, MA.Ed.
 Are you concerned your child may fall behind and
never catch up in math?
 Have you tried extra practice, online games and
workbooks, but nothing seems to “stick”?
 Have you ever had an argument over math or
math homework, or had breakdowns and even
tears?
This guide will give you some insight into how your
child thinks and why they are struggling with math that
you might find so easy. Not all difficulties in math are
created equal! In fact, not all math difficulties even
have to do with numbers and calculations.
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Use this guide to
determine the reasons
your child shows signs of
math difficulties and how
you can better help him or
her succeed.
There are six sections below.
1. Check the boxes next to behaviors or habits you
see with your child for each section.
2. You might find that you check some boxes in each
section.
3. Focus on the ones that have the most checkmarks.
You can share this information with your child’s tutor,
educational therapist and teachers to help them
understand how your child learns and comprehends
math.
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Section 1:
Check off any that apply to your child:
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Unable to recall basic math facts, procedures, rules, or formulas
Very slow to retrieve facts or pursue procedures
Difficulties staying accurate during mathematical work
Difficulties with handwriting that slow down written work or make it
hard to read later
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Difficulty remembering previously encountered patterns
Forgets what he or she is doing in the middle of a math problem
If you checked Section I boxes, you see problems with OUTPUT.
Students with output difficulties will find they get far behind while working
a problem because they can’t recall basic facts, formulas and algorithms
quickly enough to solve problems or complete work before other students
(or the teacher) move on. They are processing information too slowly and
retrieving it with too much effort to accurately and efficiently keep up with
math lessons.
Challenges for this student:
 Timed tests
 Standardized tests
 Pressure to perform (such as fact competitions)
 Algebraic equations
 Geometric proofs, measurement and calculations (volume, area,
perimeter, etc.)
 Fraction and percent operations
 Completing work
 Confidence in math skills
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Section 2:
Check off any that apply:
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Difficulties sequencing multiple steps
Becomes lost or confused in the middle of a problem, usually erases
all his or her work and starts over.
Loses appreciation of the final goal (“I’m just glad it’s over!”)
Over-emphasizes individual elements of a problem without seeing
the “big picture.”
Not able to identify useful aspects of a mathematical situation,
particularly in word problems or other problem solving situations
where some information is not relevant
Uses all numbers in word problems, whether or not they are
relevant
Unable to appreciate the appropriateness or reasonableness of her
solutions
Does not see the relationship between an answer and a reasonable
estimate, or can’t even find an estimate to begin with
If you checked boxes in Section II, you are seeing difficulties with
ORGANIZATION.
Students with organizational problems cannot figure out their “entry
point” and make reasonable assessment of what to do with problems.
They do not see when calculations are completely unreasonable (calculate
the weight of a pear as 4500 pounds, for example, instead of 0.45
pounds). This is not the same as organization with backpacks or rooms.
This is visual and sequential organization; think of it as mental
organization- visualizing what needs to be done first and sequencing
steps appropriately.
Challenges for this student:
 Word problems
 Solving two or more step equations
 Evaluating expressions
 Graphing equations
 Finding common denominators
 Solving “open-ended” questions
 Creating reasonable arguments for answers
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Learn, Laugh and Live with Math
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Section 3:
Check off any that apply:
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Difficulty with the vocabulary of math
Confusion with language in word problems
Does not know when irrelevant information is included or when
information is given out of sequence
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Trouble learning or recalling abstract terms
Difficulty understanding directions
Difficulty explaining and communicating about math, including
asking and answering questions
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Difficulty reading texts to direct their own learning
Difficulty remembering assigned values or definitions in specific
problems
If you checked boxes in Section III, you are seeing difficulties with
LANGUAGE.
Language difficulties in math are typically present as reading
comprehension difficulties as well. Students may find themselves lost with
the wording of math problems if they have language barriers (such as
reading math in a second language) or learning disabilities (such as
dyslexia, auditory processing or visual processing).
Challenges for this student:
 Comprehending verbal or written instructions
 Graphing, evaluating and simplifying expressions or equations
 Geometry and measurement
 Classifying geometric shapes
 Identifying missing elements
 Following multi-step instruction
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Learn, Laugh and Live with Math
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Section 4:
Check off any that apply:
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□
Distracted or fidgety during math tasks
Loses his or her place while working on a math
problem
□
Appears mentally fatigued or overly tired when
doing math
If you checked boxes in Section IV, you are seeing difficulties with
ATTENTION.
Attention difficulties might be specific to math or a challenge in other
areas of the student’s life as well. Often, mentally exerting activities (such
as math) can cause attention difficulties to become more apparent than in
other areas. Math is a very active, continuous thinking skill that requires
attention to be precise and focused without anxiety of failure.
Challenges for this student:
 Maintaining concentration to complete an entire series of problems
 Multi-digit addition, subtraction, multiplication and division
 Motivation to continue with math
 Self-esteem and perceived abilities in math
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Learn, Laugh and Live with Math
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Section 5:
Check off any that apply:
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Confused when learning multi-step procedures
Trouble ordering the steps used to solve a problem
Feels overloaded when faced with a worksheet full of math
exercises (“I can’t do them all!”)
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Not able to copy problems correctly
Difficulties reading the hands on an analog clock
Difficulties interpreting and manipulating geometric
configurations
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Difficulties appreciating changes in objects as they are moved in
space
If you checked boxes in Section V, you are seeing difficulties with
VISUAL SPATIAL or ORDERING.
Students with visual, spatial and ordering difficulties will often have
trouble imagining a room being rearranged or have trouble arranging and
organizing backpacks, closet space and homework assignments. They will
find it hard to copy steps from page to paper, or from a whiteboard to
paper. It might be difficult to determine information using graphs and
figuring out next moves in games and puzzles.
Challenges for this student:
 Practice worksheets
 Keeping motivated through large amounts of homework
 Accurately proving what he or she knows
 Making “silly” mistakes
 Geometry
 Note-taking
 Graphing, reading data and charts
 Motivation and success completing assignments
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Contact: [email protected]
Learn, Laugh and Live with Math
(323) 834-8954
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Section 6:
Check off any that apply:
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Difficulty switching between multiple operations in a complex math
problem
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Difficulty telling when tasks can be grouped or put together and
when they must be separated in a multi-step math problem
□
Not able to manage all the demands of a complex problem, such as
a word problem, even though he or she may know the facts and
procedures
□
Find it challenging to be “flexible” in thinking, not knowing when a
procedure is incorrectly applied or how to go back a few steps to
correct it.
If you checked boxes in Section VI, you are seeing difficulties with
MULTIPLE TASKS.
Students who have a hard time with multiple tasks will find it challenging
to work through higher level mathematics and procedures that ask them
to use their “toolbox” of knowledge and keeping track of steps in order to
accurately come to an answer. They may not know when to multiply, add
or subtract in an equation, or use geometric theorems correctly to solve
problems with angle measurements and complex area or volume
problems.
Challenges for this student:
 Graphing equations
 Factoring polynomials
 Multi-step word problems
 Learning division and multiplication
algorithms
 Coming to answers that make sense
 Staying consistent in problem solving
 Mental endurance (fatigued easily)
 Working with geometric proofs, solving for missing angles or using
information to decide on the next steps
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Learn, Laugh and Live with Math
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Next steps:
1. Decide on an action. Do not “wait and see.” Students who show
any of the challenges listed will not grow out of them. However,
they can learn out of them.
2. Decide if the issues you discovered can be addressed through a
change of environment, change of routine or extra practice.
3. If you think there is a larger challenge to address, choose a trusted,
experienced educational professional, teacher or mentor to guide
you and your child through the learning process.
4. Learn more about learning style differences and how to effectively
address them in the context of math homework and learning
experiences.
5. Unsure what to do? Call for a 15 minute consultation. 323-834-8954
Remember: You want to help your child catch up, keep up and get ahead.
If what they experience in school isn’t working, find a different way!
We all have “math brains” and with the right approach, math does not
have to hold your child back. If you find that your child continues to
struggle with math, or forgets math facts easily, you need to find a better
way to learn, not just more practice. Remember, you can’t practice what
you don’t know. Discover the way your brain learns. Contact Erin at (323)
834-8954 or [email protected] for more information.
(adapted from All Kinds of Minds)
www.thehomeworklounge.com
Contact: [email protected]
Learn, Laugh and Live with Math
(323) 834-8954
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