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"I hate math" is a refrain often heard by educators and parents alike. For many students, learning math can be an anxiety-inducing experience, and that sentiment can be carried well into adulthood.
But new research suggests a "math disability" may be to blame. When children proclaim their inability to solve math problems, they might in fact possess a particular brain abnormality affecting their procedural memory, which is responsible for learning and automatized skills like driving and grammar. This learning and memory system has also been linked to dyslexia.
Michael Ullman, a professor of neuroscience and director of the brain and language laboratory at Georgetown University, and Tanya Evans, a postdoctoral research fellow in child psychiatry at the Stanford School of Medicine, are the two people behind this new research.
They explain their findings today on The Takeaway. Click on the 'Listen' button above to hear the full interview.