The skill-procedure obstacle of mathematics obstacle is mainly manifested in the frequent use of immature calculation methods. For example, senior students still need to add and subtract with their fingers or other tools.

Mathematics learning disability (MLD) refers to the fact that students obviously lag behind their peers or students of the same grade in mathematics learning due to the defects in mathematics, and it is a subtype of learning disability.

The incidence of mathematics learning disabilities in China is basically the same as that in other countries, which is about 6%~ 1 1%. There are 360 million children in China, so it is estimated that there are 2 1.6 million to 39.6 million children with mathematics learning disabilities in China at this stage.

At present, most scholars believe that short-term memory and working memory are the most important cognitive support systems that affect mathematics learning, and working memory defects and short-term memory defects are the key factors that lead to mathematics learning obstacles.

Foreign studies have found that children with mathematical learning disabilities have worse short-term memory ability than normal children, and they also lack working memory ability related to digital information processing. Chinese scholars' research on short-term memory and working memory of mathematics learning disabilities is basically similar to that of foreign countries. First of all, it is considered that the working memory of children with mathematical learning disabilities is defective.

Clinical manifestations:

Its most obvious performance is that their scores in standardized math tests are obviously inconsistent with their age, intelligence, and the level and expected standards of their scores. But this kind of performance is not caused by visual or auditory nervous system problems, mental retardation and other reasons.

Mathematical barriers can be divided into six subtypes: speech barriers, semantic barriers, graphic barriers, operational barriers, physical operational barriers and comprehension barriers. The research shows that mathematics learning disabilities are manifested in calculation errors, confusion of arithmetic rules, difficulty in reading and writing, poor problem-solving ability and difficulty in spatial organization. Among them, the poor ability to solve problems in mathematics is particularly prominent.