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4 - Learning Disabilities in Mathematics

from Part I - Individual-Level Academic Interventions

Published online by Cambridge University Press:  18 September 2020

By
Amanda McKerracher
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Research in the field of mathematical learning disability (MLD) is growing. Though a proportion of children in every school appear to struggle with mathematical achievement, MLD characterizes a subgroup of students with poor achievement and skill deficits that differentiate them from their low-achieving peers. This chapter explores some of the characteristics of children with MLD, including underachievement in mathematics, poor number sense, limited working memory, and additional processing deficits. Emerging evidence for universal screening, prevention, and early intervention are also presented. The chapter ends with guidelines for school psychologists to apply the extant literature to their own practice, along with a list of resources to gain further expertise on the typical and atypical development of numerical cognition.

Keywords

mathematical learning disabilitynumber sensemathematical cognitionworking memory and mathematicsmathematical difficulties
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 48 - 63
Publisher: Cambridge University Press
Print publication year: 2020

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References

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