How might a student with a procedural learning deficit perform on multi-step math problems?

A student with a procedural learning deficit often has difficulty with tasks that require understanding and executing a sequence of steps, which is crucial in multi-step math problems. These students may have trouble not only identifying which operation to use first but also keeping track of the various steps that need to be performed in order to reach a solution. This can lead to confusion and mistakes, as they struggle to develop and apply the strategies needed for efficient problem-solving.

In contrast, if a student were to apply the steps efficiently, excel consistently, or completely avoid the problems, it would indicate a different set of skills or strategies, which typically align with either a strong understanding of procedural tasks or avoidance behaviors rather than a deficit. Thus, the performance of a student with a procedural learning deficit would align most accurately with the struggle to identify the correct operations and the proper sequence needed to solve multi-step math problems.