The role of number writing in children with and without learning disabilities in mathematics

The ability to write numbers correctly is acquired in the first years of elementary education. However, there are children who have difficulties to make the change from arabic to verbal code, committing omission, addition and inversion errors until the end of elementary education. The aim of this study has been to analyze the number writing skills of units, tens and hundreds as a function of level of performance in maths. In this study we found that writing of hundreds is a variable able to discriminate children with learning disabilities in mathematics from other groups. Following these results, we proceeded with a qualitative analysis of the types of hundreds writing errors of different groups showing a predominance of syntactic lexical errors on all performance groups, specifically showed that errors literal coding, inversion and omission are more common in DAM an low achievement group.