The earliest appearance of<unk>  is typically a deficit in subitizing, the ability to know, from a brief glance and without counting, how many objects there are in a small group. Children as young as five can subitize six objects, especially looking at a die. However, children with<unk>  can subitize fewer objects and even when correct take longer to identify the number than their age-matched peers.<unk>  often looks different at different ages. It tends to become more apparent as children get older; however, symptoms can appear as early as preschool. Common symptoms of<unk>  are having difficulty with mental math, trouble analyzing time and reading an analog clock, struggle with motor sequencing that involves numbers, and often counting on fingers when adding numbers. Common symptoms<unk>  is characterized by difficulties with common arithmetic tasks. These difficulties may include: * Difficulty reading analog clocks * Difficulty stating which of two numbers is larger * Sequencing issues * Inability to comprehend financial planning or budgeting, sometimes even at a basic level; for example, estimating the cost of the items in a shopping basket or balancing a checkbook * Visualizing numbers as meaningless or nonsensical symbols, rather than perceiving them as characters indicating a numerical value (hence the misnomer, "math dyslexia") * Difficulty with multiplication, subtraction, addition, and division tables, mental arithmetic, etc. * Inconsistent results in addition, subtraction, multiplication and division * When writing, reading and recalling numbers, mistakes may occur in the areas such as: number additions, substitutions, transpositions, omissions, and reversals * Poor memory (retention and retrieval) of math concepts; may be able to perform math operations one day, but draw a blank the next; may be able to do book work but then fails tests * Ability to grasp math on a conceptual level, but an inability to put those concepts into practice * Difficulty recalling the names of numbers, or thinking that certain different numbers "feel" the same (e.g. frequently interchanging the same two numbers for each other when reading or recalling them) * Problems with differentiating between left and right * A "warped" sense of spatial awareness, or an understanding of shapes, distance, or volume that seems more like guesswork than actual comprehension * Difficulty with time, directions, recalling schedules, sequences of events, keeping track of time, frequently late or early * Difficulty reading maps * Difficulty working backwards in time (e.g. What time to leave if needing to be somewhere at 'X' time) * Difficulty reading musical notation * Difficulty with choreographed dance steps * Having particular difficulty mentally estimating the measurement of an object or distance (e.g., whether something is 3 or 6 meters (10 or 20 feet) away) * Inability to grasp and remember mathematical concepts, rules, formulae, and sequences * Inability to concentrate on mentally intensive tasks * Mistaken recollection of names, poor name/face retrieval, may substitute names beginning with same letter. *Some people with<unk>  also suffer from aphantasia that affects how they can "see" in their mind's eye. However, people without<unk>  also report suffering from this – but it is more prevalent in those with dyslexia and other learning issues. Persistence in children Although many researchers believe<unk>  to be a persistent disorder, evidence on the persistence of<unk>  remains mixed. For instance, in a study done by Mazzocco and Myers (2003), researchers evaluated children on a slew of measures and selected their most consistent measure as their best diagnostic criterion: a stringent 10th-percentile cut-off on the TEMA-2. Even with their best criterion, they found<unk>  diagnoses for children longitudinally did not persist; only 65% of students who were ever diagnosed over the course of four years were diagnosed for at least two years. The percentage of children who were diagnosed in two consecutive years was further reduced. It is unclear whether this was the result of misdiagnosed children improving in mathematics and spatial awareness as they progressed as normal, or that the subjects who showed improvement were accurately diagnosed, but exhibited signs of a non-persistent learning disability. Persistence in adults There are very few studies of adults with<unk>  who have had a history of it growing up, but such studies have shown that it can persist into adulthood. It can affect major parts of an adult's life. Most adults with<unk>  have a hard time processing math at a 4th grade level. For 1st-4th grade level, many adults will know what to do for the math problem, but they will often get them wrong because of "careless errors", although they are not careless when it comes to the problem. The adults cannot process their errors on the math problems or may not even recognize that they have made these errors. Visual-spatial input, auditory input, and touch input will be affected due to these processing errors.<unk> s may have a difficult time adding numbers in a column format because their mind can mix up the numbers, and it is possible that they may get the same (wrong) answer twice due to their mind processing the problem incorrectly.<unk> s can have problems determining differences in different coins and their size or giving the correct amount of change and if numbers are grouped together, it is possible that they cannot determine which has less or more. If a<unk>  is asked to choose the greater of two numbers, with the lesser number in a larger font than the greater number, they may take the question literally and pick the number with the bigger font. Adults with<unk>  have a tough time with directions while driving and with controlling their finances, which causes difficulties on a day-to-day basis. College students or other adult learners College students particularly may have a difficult time due to the fast pace and change in difficulty of the work they are given. As a result of this, students may develop much anxiety and frustration. After dealing with their anxiety for a long time, students can become averse to math and try to avoid it as much as possible, which may result in lower grades in math courses. (That said, students with<unk>  often do exceptionally well in writing, reading, and speaking.)
Dyscalculia
Acalculia
Generalized lentiginosis
Penis enlargement
Pattern hair loss
Pearly penile papules
Hyperkatifeia
Hypertrichosis