Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics

@article{Geary2011ConsequencesCA,
  title={Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics},
  author={David C. Geary},
  journal={Journal of Developmental \& Behavioral Pediatrics},
  year={2011},
  volume={32},
  pages={250-263}
}
  • D. Geary
  • Published 1 April 2011
  • Psychology
  • Journal of Developmental & Behavioral Pediatrics
The goals of the review are threefold: (a) to highlight the educational and employment consequences of poorly developed mathematical competencies; (b) overview the characteristics of children with mathematical learning disability (MLD) and with persistently low achievement (LA) in mathematics; and (c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Literatures on… 

Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5-Year Longitudinal Study.

Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA in Finnish children followed from kindergarten to fourth grade.

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder

  • T. OswaldJ. Beck M. Solomon
  • Psychology
    Autism research : official journal of the International Society for Autism Research
  • 2016
The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD, and these results inform the theories of math ability in ASD.

A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities

Types of mathematical learning disability (MLD) are very heterogeneous. Lower scores on mathematics and several cognitive skills have been revealed in samples with MLD compared with those with

Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature

Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can

The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice

This paper argues why children with Mathematical Learning Disabilities (MLD) do not form a unitary group. Instead, they should be regarded as individuals with unique profiles of strengths and

Mathematical learning difficulties in Grade 1: the role and interrelatedness of cognitive processing, perceptual skills and numerical abilities

The development and application of mathematical competence have become a strategic educational objective for all learners in South Africa (South Africa 2010:3-6; South Africa 2011c:5; South Africa

A Synthesis of Mathematical and Cognitive Performances of Students With Mathematics Learning Disabilities

Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading.

A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics

Assessment data from the United States and international reports of student achievement indicate that upper elementary students are failing to meet basic levels of proficiency in fractions and

A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics

Assessment data from the United States and international reports of student achievement indicate that upper elementary students are failing to meet basic levels of proficiency in fractions and
...

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