How Can I Help My Students with Learning Disabilities in Mathematics?

ERIC Educational Resources Information Center

Jiménez-Fernández, Gracia

2016-01-01

Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children…

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

PubMed Central

Geary, David C.

2011-01-01

Objective 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 the children with persistently low achievement 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. Method Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Results Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, about 7% of children and adolescents have a mathematical learning disability (MLD) and another 10% show persistent low achievement (LA) in mathematics despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence, but are related to working memory deficits for children with MLD, but not LA children. Interventions that target these cognitive deficits are in development and preliminary results are promising. Conclusion Mathematical learning disabilities and learning difficulties associated with persistent low achievement in mathematics are common and not attributable to intelligence. These individuals have identifiable number and memory delays and deficits that appear to be specific to mathematics learning. The most promising interventions are those that target these specific deficits and, in addition, for children with MLD interventions that target their low working memory capacity. PMID:21285895

Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara

2011-01-01

Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…

The Effect of Eliciting Repair of Mathematics Explanations of Students with Learning Disabilities

ERIC Educational Resources Information Center

Liu, Jia; Xin, Yan Ping

2017-01-01

Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of…

Construction and Standardization of Verbal Learning Disabilities Checklist for School Children

ERIC Educational Resources Information Center

Sood, Vishal

2013-01-01

For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…

Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability

ERIC Educational Resources Information Center

Lewis, Katherine E.

2017-01-01

Students with disabilities present a unique instructional design challenge. These students often have qualitatively different ways of processing information, meaning that standard instructional approaches may not be effective. In this study I present a case study of a student with a mathematical learning disability for whom standard instruction on…

Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability

ERIC Educational Resources Information Center

Geary, David C.; Hoard, Mary K.; Bailey, Drew H.

2012-01-01

Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…

The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability

ERIC Educational Resources Information Center

Cowan, Richard; Powell, Daisy

2014-01-01

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…

eWorkbooks for Mathematics: Mapping the Independent Learning Experiences of Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaczorowski, Tara; Raimondi, Sharon

2014-01-01

In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…

High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

ERIC Educational Resources Information Center

Steele, Marcee M.

2010-01-01

This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

A Review of Mathematical Learning Disabilities in Children with Fragile X Syndrome

ERIC Educational Resources Information Center

Murphy, Melissa M.

2009-01-01

The prevalence rate of mathematical learning disabilities (MLD) among children with fragile X syndrome who do not meet criteria for intellectual and developmental disabilities ([approximately equal to] 50% of female children) exceeds the rate reported in the general population. The purpose of this article is two-fold: (1) to review the findings on…

Identifying Subtypes among Children with Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

ERIC Educational Resources Information Center

Pieters, Stefanie; Roeyers, Herbert; Rosseel, Yves; Van Waelvelde, Hilde; Desoete, Annemie

2015-01-01

A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven…

Secondary Teacher Attitudes toward the Inclusion of Students with Learning Disabilities in the General Mathematics Classroom

ERIC Educational Resources Information Center

Lindsey, Jacqueline

2012-01-01

The primary focus of this study was to examine the attitudes of the secondary mathematics teachers toward the inclusion of students with learning disabilities in the general mathematics classroom. Specifically, this study was concerned with the influence of selected demographic variables and school variables on the attitudes of secondary…

Computer-Assisted Mathematics Instruction for Students with Specific Learning Disability: A Review of the Literature

ERIC Educational Resources Information Center

Stultz, Sherry L.

2017-01-01

This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…

A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.

PubMed

Shin, Mikyung; Bryant, Diane Pedrotty

2015-01-01

The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. 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. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. © Hammill Institute on Disabilities 2013.

Detecting Strengths and Weaknesses in Learning Mathematics through a Model Classifying Mathematical Skills

ERIC Educational Resources Information Center

Karagiannakis, Giannis N.; Baccaglini-Frank, Anna E.; Roussos, Petros

2016-01-01

Through a review of the literature on mathematical learning disabilities (MLD) and low achievement in mathematics (LA) we have proposed a model classifying mathematical skills involved in learning mathematics into four domains (Core number, Memory, Reasoning, and Visual-spatial). In this paper we present a new experimental computer-based battery…

Taking Stock of 40 Years of Research on Mathematical Learning Disability: Methodological Issues and Future Directions

ERIC Educational Resources Information Center

Lewis, Katherine E.; Fisher, Marie B.

2016-01-01

Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…

Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Lein, Amy E.

2016-01-01

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students with Mathematical Disabilities

ERIC Educational Resources Information Center

Berch, Daniel B.

2017-01-01

In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students…

Mathematics education and students with learning disabilities: introduction to the special series.

PubMed

Rivera, D P

1997-01-01

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and influences on the field of mathematics education. Reform efforts have shaped the field significantly since the 1950s, contributing to the curriculum offered in mathematics textbooks and the pedagogical practices taught in higher education courses. Mathematics educators continue to search for a better understanding of how children learn mathematics; this process is shaped by the prevailing theoretical orientations and research methodologies. This special series in mathematics special education provides readers with information about the characteristics of students with mathematics learning disabilities, assessment procedures, mathematics programming, teacher preparation, and future directions for the field. The series originated as a result of discussions with Dr. Lee Wiederholt and Dr. Judith K. Voress, who saw a need for the compilation of recent research and best practices in mathematics special education. I thank them for their support of and thoughtful insights about the development of this series. I also appreciate the support of Dr. George Hynd and his editorial assistant, Kathryn Black, in finalizing the details for publication. Finally, I am most appreciative of the authors' contributions to this series; their work continues to significantly influence the development of the field of mathematics special education and programming for students with mathematics learning disabilities.

Mathematics for the Learning Disabled Child in the Regular Classroom.

ERIC Educational Resources Information Center

Sears, Carol J.

1986-01-01

Assists teachers by helping them to recognize problems in mathematics that are often demonstrated by students with suspected or diagnosed learning disabilities. Also suggests remedial and compensatory techniques to help these teachers cope with such problems. Dyscalculia, hyperactivity, distractability, and perseveration are among the problems…

Why Is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities

ERIC Educational Resources Information Center

Berch, Daniel B., Ed; Mazzocco, Michele M.M., Ed.

2007-01-01

In order for schools to help students with learning difficulties and disabilities improve their achievement in mathematics, educators, researchers, practitioners, and policymakers need a better understanding of the evidence based on what is behind these students' difficulties in learning math. That is just what they will get with this landmark…

Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Lewis, Katherine E.

2016-01-01

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…

Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.; Feigenson, Lisa; Halberda, Justin

2011-01-01

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth…

Psychological Perspectives in Assessing Mathematics Learning Needs

ERIC Educational Resources Information Center

Augustyniak, Kristine; Murphy, Jacqueline; Phillips, Donna Kester

2005-01-01

While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the…

Mathematical Problem Solving for Youth with ADHD, with and without Learning Disabilities.

ERIC Educational Resources Information Center

Zentall, Sydney S.; Ferkis, Mary Ann

1993-01-01

This review of research finds that, when IQ and reading ability are controlled, "true" math deficits of students with learning disabilities, attention deficit disorders, and attention deficit hyperactive disorders (ADHD) are specific to mathematical concepts and problem types. Slow computation affects problem solving by increasing attentional…

Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons

PubMed Central

Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michèle M.M.

2011-01-01

What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to mathematical learning difficulties and disabilities presented across the reviews. Specifically we consider how each of the reviews contributes to identifying the MLD phenotype by specifying the range of assets and deficits in mathematics, identifying sources of individual variation, and characterizing the natural progression of MLD over the life course. We show how principled comparisons across disorders address issues about the cognitive and behavioral co-morbidities of MLD, and whether commonalities in brain dysmorphology are associated with common mathematics performance profiles. We project the status of MLD research ten years hence with respect to theoretical gains, advances in methodology, and principled intervention studies. PMID:19213019

The relationship between gross motor skills and academic achievement in children with learning disabilities.

PubMed

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

2011-01-01

The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

NASA Astrophysics Data System (ADS)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems.

PubMed

Bouck, Emily; Park, Jiyoon; Nickell, Barb

2017-01-01

The Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students' ability to solve making change problems. The study of consisted of five-to-eight baseline sessions, 9-11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. The CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. The CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change). Copyright © 2016 Elsevier Ltd. All rights reserved.

Initial Understandings of Fraction Concepts Evidenced by Students with Mathematics Learning Disabilities and Difficulties: A Framework

ERIC Educational Resources Information Center

Hunt, Jessica H.; Welch-Ptak, Jasmine J.; Silva, Juanita M.

2016-01-01

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students…

Improving the Fraction Word Problem Solving of Students with Mathematics Learning Disabilities: Interactive Computer Application

ERIC Educational Resources Information Center

Shin, Mikyung; Bryant, Diane P.

2017-01-01

Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a…

Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons

ERIC Educational Resources Information Center

Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michele M. M.

2009-01-01

What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to…

Teaching Mathematics to Students With Learning Disabilities: A Review Of Literature

ERIC Educational Resources Information Center

Obudo, Francis

2008-01-01

The purpose of this study was to review and synthesize available literature to draw a comprehensive picture of what is necessary to teach mathematics to students with learning disabilities. A systematic search was conducted through 5 computerized databases (Academic Search Complete, ERIC, Education Research Complete, and Primary Search) The…

Effects of Two Interventions on Solving Basic Fact Problems by Second Graders with Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S.

2016-01-01

This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…

Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?

ERIC Educational Resources Information Center

Pieters, Stefanie; Desoete, Annemie; Roeyers, Herbert; Vanderswalmen, Ruth; Van Waelvelde, Hilde

2012-01-01

In a sample of 39 children with mathematical learning disabilities (MLD) and 106 typically developing controls belonging to three control groups of three different ages, we found that visual perception, motor skills and visual-motor integration explained a substantial proportion of the variance in either number fact retrieval or procedural…

Perceptual and academic patterns of learning-disabled/gifted students.

PubMed

Waldron, K A; Saphire, D G

1992-04-01

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

The Learning of Mathematics: 69th NCTM Yearbook [2007 NCTM Yearbook (69th)

ERIC Educational Resources Information Center

National Council of Teachers of Mathematics, 2007

2007-01-01

Learning mathematics is the central goal of mathematics education, yet it is the least frequently addressed of the National Council of Teachers of Mathematics' (NCTM's) Principles and Standards. With an increasing population of English language learners and the inclusion of students with learning disabilities into the regular mathematics…

Effects of an Intervention on Math Achievement for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

2016-01-01

Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

The Identification, Implementation, and Evaluation of Critical User Interface Design Features of Computer-Assisted Instruction Programs in Mathematics for Students with Learning Disabilities

ERIC Educational Resources Information Center

Seo, You-Jin; Woo, Honguk

2010-01-01

Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, "Math Explorer", which delivers…

Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities

ERIC Educational Resources Information Center

Andersson, Ulf; Ostergren, Rickard

2012-01-01

The study sought out to extend our knowledge regarding the origin of mathematical learning disabilities (MLD) in children by testing different hypotheses in the same samples of children. Different aspects of cognitive functions and number processing were assessed in fifth- and sixth-graders (11-13 years old) with MLD and compared to controls. The…

Effectiveness of Mastering Math Facts on Second- and Third-Grade Students with Specific Learning Disabilities in Mathematics

ERIC Educational Resources Information Center

Fries, Karen M.

2013-01-01

Students with specific learning disabilities (SLD) in mathematics can typically experience long-lasting problems when developing fluency with basic math facts despite the use of evidence-based practices. One recently developed intervention to promote memorization and fact-fluency is Mastering Math Facts (MMF). MMF is a commercially-available…

Numerical Magnitude Processing Impairments in Genetic Syndromes: A Cross-Syndrome Comparison of Turner and 22Q11.2 Deletion Syndromes

ERIC Educational Resources Information Center

Brankaer, Carmen; Ghesquière, Pol; De Wel, Anke; Swillen, Ann; De Smedt, Bert

2017-01-01

Cross-syndrome comparisons offer an important window onto understanding heterogeneity in mathematical learning disabilities or dyscalculia. The present study therefore investigated symbolic numerical magnitude processing in two genetic syndromes that are both characterized by mathematical learning disabilities: Turner syndrome and 22q11.2 deletion…

Mathematical Learning Disabilities in Children with 22q11.2 Deletion Syndrome: A Review

ERIC Educational Resources Information Center

De Smedt, Bert; Swillen, Ann; Verschaffel, Lieven; Ghesquiere, Pol

2009-01-01

Mathematical learning disabilities (MLD) occur frequently in children with specific genetic disorders, like Turner syndrome, fragile X syndrome and neurofibromatosis. This review focuses on MLD in children with chromosome 22q11.2 deletion syndrome (22q11DS). This syndrome is the most common known microdeletion syndrome with a prevalence of at…

Intervention Effects for Students with Comorbid Forms of Learning Disability: Understanding the Needs of Nonresponders

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2013-01-01

In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether…

Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Satsangi, Rajiv; Bouck, Emily C.; Taber-Doughty, Teresa; Bofferding, Laura; Roberts, Carly A.

2016-01-01

A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives,…

Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula

ERIC Educational Resources Information Center

Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley

2016-01-01

Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club

ERIC Educational Resources Information Center

Rodriguez, Anthony M.

2012-01-01

In my experiences, students with Developmental Disability (DD) are routinely excluded from Algebra and other high-level mathematics courses. People with DD do not have the opportunity to learn Algebra, which may support the understanding and provide purpose for learning money and budgeting skills that, perhaps, could help them avoid financial…

Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1996-01-01

This study investigated the effects of providing training in helping behaviors on peer tutors in mathematics. Participants were 20 dyads composed of a general education student and a student with learning disabilities (grades 2-4). Results indicate the students who received the helping training engaged in an increased number of directly trained…

The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

ERIC Educational Resources Information Center

Stultz, Sherry L.

2013-01-01

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities

ERIC Educational Resources Information Center

Obaid, Majeda Al Sayyed

2013-01-01

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The…

Teacher Interpersonal Behavior and Adolescents' Motivation in Mathematics: A Comparison of Learning Disabled, Average, and Talented Students, Chapter 3

ERIC Educational Resources Information Center

Lapointe, Judith M.; Legault, Frederic; Batiste, Seth J.

2005-01-01

This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some…

Using Computers To Accommodate Learning Disabled Students in Mathematics Classes.

ERIC Educational Resources Information Center

Rapp, Rhonda H.; Gittinger, Dennis J.

A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and…

Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities.

PubMed

Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

2012-12-01

Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

Mathematics Learning Disability in Girls with Turner Syndrome or Fragile X Syndrome

ERIC Educational Resources Information Center

Murphy, Melissa M.; Mazzocco, Michele M. M.; Gerner, Gwendolyn; Henry, Anne E.

2006-01-01

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group,…

Development of Product Relatedness and Distance Effects in Typical Achievers and in Children with Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Rotem, Avital; Henik, Avishai

2015-01-01

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a…

Cognitive Addition: Comparison of Learning Disabled and Academically Normal Children.

ERIC Educational Resources Information Center

Geary, David C.; And Others

To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

Selective Spatial Working Memory Impairment in a Group of Children with Mathematics Learning Disabilities and Poor Problem-Solving Skills

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara; Mammarella, Irene Cristina

2012-01-01

This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children,…

Determining Learning Disabilities in Mathematics.

ERIC Educational Resources Information Center

Dunlap, William P.; And Others

1979-01-01

To determine the generalizability of reading expectancy formulas in ascertaining mathematics expectancy levels, correlation coefficients were computed between the scores of 150 Ss (7 to 12 years old) with learning problems on standardized mathematics and reading tests and expectancy scores. Formulas correlated higher with Ss' actual mathematics…

About Learning Disabilities and NF

MedlinePlus

... learning disabilities. For example, a diffi- culty in math may result from a weakness in any number ... the child with NF1 to acquire numeracy skills. Mathematics has its own language and this can cause ...

Facilitating mathematics learning for students with upper extremity disabilities using touch-input system.

PubMed

Choi, Kup-Sze; Chan, Tak-Yin

2015-03-01

To investigate the feasibility of using tablet device as user interface for students with upper extremity disabilities to input mathematics efficiently into computer. A touch-input system using tablet device as user interface was proposed to assist these students to write mathematics. User-switchable and context-specific keyboard layouts were designed to streamline the input process. The system could be integrated with conventional computer systems only with minor software setup. A two-week pre-post test study involving five participants was conducted to evaluate the performance of the system and collect user feedback. The mathematics input efficiency of the participants was found to improve during the experiment sessions. In particular, their performance in entering trigonometric expressions by using the touch-input system was significantly better than that by using conventional mathematics editing software with keyboard and mouse. The participants rated the touch-input system positively and were confident that they could operate at ease with more practice. The proposed touch-input system provides a convenient way for the students with hand impairment to write mathematics and has the potential to facilitate their mathematics learning. Implications for Rehabilitation Students with upper extremity disabilities often face barriers to learning mathematics which is largely based on handwriting. Conventional computer user interfaces are inefficient for them to input mathematics into computer. A touch-input system with context-specific and user-switchable keyboard layouts was designed to improve the efficiency of mathematics input. Experimental results and user feedback suggested that the system has the potential to facilitate mathematics learning for the students.

[Mathematical abilities and executive function in children with attention deficit hyperactivity disorder and learning disabilities in mathematics].

PubMed

Miranda Casas, Ana; Meliá de Alba, Amanda; Marco Taverner, Rafaela

2009-02-01

Mathematical abilities and executive function in children with attention deficit hyperactivity disorder and learning disabilities in mathematics. Even though 26% of children with attention deficit hyperactivity disorder (ADHD) show a specific mathematic learning difficulty (MLD), the studies have been scarce. The present study had the following goals: 1) to study the profile related to cognitive and metacognitive skills implied in calculation and problem-solving in children with ADHD+MLD, and to compare them in children with ADHD, children with MLD, and children without problems; 2) to study the severity of the deficit in executive function (EF) in children with ADHD+MLD. Comparing the groups MLD, ADHD, ADHD+MLD, and children without problems, the results highlighted that children with ADHD+MLD showed a cognitive and metacognitive deficit in mathematic achievement. Furthermore, results showed a more severe deficit in the EF in children with ADHD+MLD.

A Systematic Review of the Literature on Mathematics Manipulatives to Support Students with Disabilities

ERIC Educational Resources Information Center

Bouck, Emily C.; Park, Jiyoon

2018-01-01

Manipulatives are considered a common tool for mathematics teaching and learning, for both students with and without disabilities. Yet, a systematic review of the current state of research regarding manipulatives for students with disabilities did not exist prior to this article. This manuscript presents a systematic review of the literature…

The Co-Construction of Learning Difficulties in Mathematics--Teacher-Student Interactions and Their Role in the Development of a Disabled Mathematical Identity

ERIC Educational Resources Information Center

Heyd-Metzuyanim, Einat

2013-01-01

Leaning on a communicational framework for studying social, affective, and cognitive aspects of learning, the present study offers a new look at the construction of an identity of failure in mathematics as it occurs through teaching-learning interactions. Using the case of Dana, an extremely low-achieving student in 7th grade mathematics, I…

Promoting Literacy-Embedded, Authentic STEM Instruction for Students with Disabilities and Other Struggling Learners

ERIC Educational Resources Information Center

Israel, Maya; Maynard, Kathie; Williamson, Pamela

2013-01-01

Students with diverse learning needs, including students with disabilities, have historically struggled in science, technology, engineering, and mathematics (STEM) learning. This article highlights barriers that students with disabilities and other struggling learners often face in STEM education. Several applied, evidence-based practices are…

Considering the Role of K-2 Teachers' Mathematical Knowledge for Teaching Place Value in Mathematics Intervention

ERIC Educational Resources Information Center

Juenke, Carl W.

2017-01-01

A significant number of students receive special education services for mathematics learning disabilities, however, many additional students need mathematics intervention to support their learning in the regular education classroom. A Response to Intervention (RtI) model has been identified as effective in addressing these students' needs;…

Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics

ERIC Educational Resources Information Center

Thomas, Cathy Newman; Van Garderen, Delinda; Scheuermann, Amy; Lee, Eun Ju

2015-01-01

This article provides information about the relationship between mathematics, language, and literacy and describes the difficulties faced by students with disabilities with math content based on the language demands of mathematics. We conceptualize mathematics language as a mode of discourse for math learning that can be thought of as receptive…

Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

PubMed

Geary, David C

2013-02-01

Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

Mathematics Deficiencies in Children with Very Low Birth Weight or Very Preterm Birth

ERIC Educational Resources Information Center

Taylor, H. Gerry; Espy, Kimberly Andrews; Anderson, Peter J.

2009-01-01

Children with very low birth weight (VLBW, less than 1500 g) or very preterm birth (VPTB, less than 32 weeks gestational age or GA) have more mathematics disabilities or deficiencies (MD) and higher rates of mathematics learning disabilities (MLD) than normal birth weight term-born children (NBW, greater than 2500 g and greater than 36 weeks GA).…

Use of a Mathematics Word Problem Strategy to Improve Achievement for Students with Mild Disabilities

ERIC Educational Resources Information Center

Taber, Mary R.

2013-01-01

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers…

Learning to Apply Algebra in the Community for Adults With Intellectual Developmental Disabilities.

PubMed

Rodriguez, Anthony M

2016-02-01

Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This study explores the feasibility of algebra instruction for adults with IDD through an experimental curriculum. Ten individuals with IDD participated in a 6-week course framing mathematics concepts within the context of everyday challenges in handling money. The article explores classroom techniques, discusses student strategies, and proposes possible avenues for future research analyzing mathematics instructional design strategies for individuals with IDD.

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

ERIC Educational Resources Information Center

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

2016-01-01

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

Disabilities of Arithmetic and Mathematical Reasoning: Perspectives from Neurology and Neuropsychology.

ERIC Educational Resources Information Center

Rourke, Byron P.; Conway, James A.

1997-01-01

Reviews current research on brain-behavior relationships in disabilities of arithmetic and mathematical reasoning from both a neurological and a neuropsychological perspective. Defines developmental dyscalculia and the developmental importance of right versus left hemisphere integrity for the mediation of arithmetic learning and explores…

Number Line Estimation: The Use of Number Line Magnitude Estimation to Detect the Presence of Math Disability in Postsecondary Students

ERIC Educational Resources Information Center

McDonald, Steven A.

2010-01-01

This study arose from an interest in the possible presence of mathematics disabilities among students enrolled in the developmental math program at a large university in the Mid-Atlantic region. Research in mathematics learning disabilities (MLD) has included a focus on the construct of working memory and number sense. A component of number sense…

Characteristic behaviors of students with LD who have teacher-identified math weaknesses.

PubMed

Bryant, D P; Bryant, B R; Hammill, D D

2000-01-01

Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD.

Teaching Multiplication with Regrouping to Students with Learning Disabilities

ERIC Educational Resources Information Center

Flores, Margaret M.; Hinton, Vanessa M.; Schweck, Kelly B.

2014-01-01

The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete-representational-abstract…

Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning

ERIC Educational Resources Information Center

Bishara, Saied

2016-01-01

This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…

Strategy Instruction in Mathematics.

ERIC Educational Resources Information Center

Goldman, Susan R.

1989-01-01

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

PubMed

Shifrer, Dara; Callahan, Rebecca

2010-09-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

PubMed Central

Shifrer, Dara; Callahan, Rebecca

2016-01-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

Learning to Apply Algebra in the Community for Adults with Intellectual Developmental Disabilities

ERIC Educational Resources Information Center

Rodriguez, Anthony M.

2016-01-01

Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This…

Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research

ERIC Educational Resources Information Center

Wildmon, Mark E.; Skinner, Christopher H.; Watson, T. Steuart; Garrett, L. Shan

2004-01-01

Active student responding is often required to remedy computation skill deficits in students with learning disabilities. However, these students may find computation assignments unrewarding and frustrating, and be less likely to choose to engage in assigned computation tasks. In the current study, middle school students with learning disabilities…

Generalist Genes and Learning Disabilities: A Multivariate Genetic Analysis of Low Performance in Reading, Mathematics, Language and General Cognitive Ability in a Sample of 8000 12-Year-Old Twins

ERIC Educational Resources Information Center

Haworth, Claire M. A.; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E.; Petrill, Stephen A.; Dale, Philip S.; Plomin, Robert

2009-01-01

Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a…

Understanding Dyscalculia for Teaching

ERIC Educational Resources Information Center

Vaidya, Sheila Rao

2004-01-01

Dyscalculia, a poor understanding of the number concept and the number system, is a learning problem affecting many individuals. However, less is known about this disability than about the reading disability, dyslexia, because society accepts learning problems in mathematics as quite normal. This article provides a summary of the research on…

WISC-IV Intellectual Profiles in Italian Children with Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics

ERIC Educational Resources Information Center

Poletti, Michele

2016-01-01

The fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders" grouped specific learning disabilities in the single diagnostic category of specific learning disorder (SLD), with specifiers for impairments in reading, written expression, and mathematics. This study aimed at investigating the intellectual profile,…

Mathematical Learning Disability in Girls with Turner Syndrome: A Challenge to Defining MLD and Its Subtypes

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.

2009-01-01

Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…

An electrophysiological investigation of non-symbolic magnitude processing: numerical distance effects in children with and without mathematical learning disabilities.

PubMed

Heine, Angela; Wissmann, Jacqueline; Tamm, Sascha; De Smedt, Bert; Schneider, Michael; Stern, Elsbeth; Verschaffel, Lieven; Jacobs, Arthur M

2013-09-01

The aim of the present study was to probe electrophysiological effects of non-symbolic numerical processing in 20 children with mathematical learning disabilities (mean age = 99.2 months) compared to a group of 20 typically developing matched controls (mean age = 98.4 months). EEG data were obtained while children were tested with a standard non-symbolic numerical comparison paradigm that allowed us to investigate the effects of numerical distance manipulations for different set sizes, i.e., the classical subitizing, counting and estimation ranges. Effects of numerical distance manipulations on event-related potential (ERP) amplitudes as well as activation patterns of underlying current sources were analyzed. In typically developing children, the amplitudes of a late parietal positive-going ERP component showed systematic numerical distance effects that did not depend on set size. For the group of children with mathematical learning disabilities, ERP distance effects were found only for stimuli within the subitizing range. Current source density analysis of distance-related group effects suggested that areas in right inferior parietal regions are involved in the generation of the parietal ERP amplitude differences. Our results suggest that right inferior parietal regions are recruited differentially by controls compared to children with mathematical learning disabilities in response to non-symbolic numerical magnitude processing tasks, but only for stimuli with set sizes that exceed the subitizing range. Copyright © 2012 Elsevier Ltd. All rights reserved.

Encouraging Students with Learning Disabilities: Emotional and Contextual Support Can Help Students Step toward Confidence and Success with Challenging Mathematics

ERIC Educational Resources Information Center

Hord, Casey; Marita, Samantha; Walsh, Jennifer B.; Tomaro, Taylor-Marie; Gordon, Kiyana

2016-01-01

When a student with a learning disability approaches you in class, in study hall, or after school and asks for help, do you wish you had more strategies to help her catch up in class? When a student with a learning disability needs to be pulled aside and given some one-on-one instruction, do you struggle to get him restarted after he has shut…

Strategies for Teaching Algebra to Students with Learning Disabilities: Making Research to Practice Connections

ERIC Educational Resources Information Center

Strickland, Tricia K.; Maccini, Paula

2010-01-01

To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic…

Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Satsangi, Rajiv; Hammer, Rachel; Evmenova, Anya S.

2018-01-01

Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students' struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer-…

Teachers' Beliefs and Teaching Mathematics with Manipulatives

ERIC Educational Resources Information Center

Golafshani, Nahid

2013-01-01

To promote the implementation of manipulatives into mathematics instruction, this research project examined how the instructional practices of four Grade 9 applied mathematics teachers related to their beliefs about the use of manipulatives in teaching mathematics, its effects on students' learning, and enabling and disabling factors. Teacher…

Mathematics for the Middle Grades (5-9). 1982 Yearbook.

ERIC Educational Resources Information Center

Silvey, Linda, Ed.; Smart, James R., Ed.

This yearbook for teachers of mathematics in grades 5-9 contains three sections: (1) critical issues; (2) learning activities; and (3) games, contests, and student presentations. The first section includes articles on sex-related differences, learning disabled students, computer literacy, mental arithmetic, rational numbers, and problem solving.…

Kindergarten Children’s Growth Trajectories in Reading and Mathematics: Who Falls Increasingly Behind?

PubMed Central

Morgan, Paul L.; Farkas, George; Wu, Qiong

2015-01-01

We used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study – Kindergarten Cohort to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. We were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)—as well as those of other groups of children—were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than non-disabled children. However, and over the subsequent five years of elementary school, only children with SLI lagged increasingly behind non-disabled peers in their reading skills growth. We observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind non-disabled children in their mathematics skills growth. We also observed some consistency in “poor-get-poorer” effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socio-economic status (SES) families, who were African-American, and who more frequently displayed learning-related behaviors problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than compensatory cycle of achievement growth. PMID:21856991

Cross-sectional comparisons of the mathematical performance of children with learning disabilities: are we on the right track toward comprehensive programming?

PubMed

Cawley, J F; Miller, J H

1989-04-01

This study examines the mathematical performance of 220 children from 8 years through 17 years of age diagnosed as having learning disabilities. Student records were searched for data indicating performance on standardized test instruments relating to mathematics. Data for the Woodcock-Johnson Psycho-Educational Achievement Battery math subtests and for the IQ scores from the Wechsler Intelligence Scale for Children-Revised were obtained. Comparisons were made among children at different ages and among specific age clusters. Primary attention was directed toward calculations and applications of math concepts and principles. Developmental patterns across the ages studied were discovered. Implications for long-term comprehensive programming are presented.

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

ERIC Educational Resources Information Center

Hwang, Jiwon; Riccomini, Paul J.

2016-01-01

Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem-solving tasks as well as…

Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2010-01-01

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

Determining the Effectiveness of the Saxon Math Program and the Ready Common Core Program for Students with Disabilities

ERIC Educational Resources Information Center

Marttila, Katie L.

2017-01-01

For the realm of this study, the researcher reviewed two separate mathematics programs that have been implemented within the school district to address both the needs of the students with learning disabilities and the requirements of the local and state assessments. The mathematics programs are designed with two different methods to meet the…

Mathematics Achievement Gaps for Elementary and Secondary Students: The Influence of Opportunity to Learn and Special Education Status. Research Brief 14

ERIC Educational Resources Information Center

Elliott, Stephen N.; Kurz, Alexander; Tindal, Gerald; Stevens, Joseph; Yel, Nedim

2014-01-01

We examined the relationship among key instructional process variables and the achievement of students with and without disabilities as measured by both interim and end-of-year summative assessments. Examination of the instructional process data indicated that students with and without disabilities receiving mathematics instruction in the same…

Mathematics Assessment Accommodations: Implications of Differential Boost for Students with Learning Disabilities

ERIC Educational Resources Information Center

Lindstrom, Jennifer H.

2010-01-01

The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…

AT Advocates Tackle Attitudes & Education towards Learning Disabilities

ERIC Educational Resources Information Center

Williams, John M.

2006-01-01

Learning disabilities are present in 10 percent of the population, and the condition is defined as, "A disorder in basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or use mathematical calculations". In this…

Closing the Math Gap of Native American Students Identified as Learning Disabled

ERIC Educational Resources Information Center

Hankes, Judith; Skoning, Stacey; Fast, Gerald; Mason-Williams, Loretta

2013-01-01

This article serves as an overview of activities and selected assessment findings of a three-year research study titled, Closing the Mathematics Achievement Gap of Native American Students Identified as Learning Disabled Project (CMAG Project). Methods used were problem-based, consistent with those of Cognitively Guided Instruction, and culturally…

A Synthesis of Technology-Mediated Mathematics Interventions for Students with or at Risk for Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Kiru, Elisheba W.; Doabler, Christian T.; Sorrells, Audrey M.; Cooc, North A.

2018-01-01

With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes. The purpose of this study was to review studies on TMM interventions that target the…

Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities

ERIC Educational Resources Information Center

Swanson, H. Lee; Lussier, Catherine; Orosco, Michael

2011-01-01

Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent…

Why Do Some Children Have Difficulty Learning Mathematics? Looking at Language for Answers

ERIC Educational Resources Information Center

Morin, Joseph E.; Franks, David J.

2009-01-01

Some students enter the world of mathematics with a disadvantage. The authors explored the causes for this from a language-processing perspective. They were particularly concerned with students with potential learning disabilities or specific language impairments. They also explored the role of language-mediated instruction in creating an…

Advanced Mathematics Communication beyond Modality of Sight

ERIC Educational Resources Information Center

Sedaghatjou, Mina

2018-01-01

This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access…

First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis

PubMed Central

Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara

2009-01-01

Kindergarten to 3rd grade mathematics achievement scores from a prospective study of mathematical development were subjected to latent growth trajectory analyses (n = 306). The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in 1st grade. The children with MLD had general deficits in working memory and IQ, and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits, but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are discussed. PMID:20046817

Strategy Choices in Simple and Complex Addition: Contributions of Working Memory and Counting Knowledge for Children with Mathematical Disability

ERIC Educational Resources Information Center

Geary, David C.; Hoard, Mary K.; Byrd-Craven, Jennifer; DeSoto, M. Catherine

2004-01-01

Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n=58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to…

Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)

PubMed Central

Mazzocco, Michèle M. M.; Feigenson, Lisa; Halberda, Justin

2015-01-01

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. We hypothesize that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. Here we show that ninth grade students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low-, typically-, and high-achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relationship persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low- from typically-achieving students, suggesting an ANS deficit that is specific to MLD. PMID:21679173

Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.

PubMed

Foster, Matthew E; Sevcik, Rose A; Romski, Maryann; Morris, Robin D

2015-01-01

Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual disabilities (MID). Participants were assessed using the Comprehensive Test of Phonological Processes and the KeyMath Revised Diagnostic Inventory of Essential Mathematics. Hierarchical regression analyses accounting for the effects of age indicated that children with MID rely on both PA and naming speed when solving mathematics problems, although PA was the more robust indicator of the two. As a whole, these results suggest that children with intellectual disabilities evidence the same types of reading and math relationships as shown for other populations of children.

Mathematics education and learning disabilities in Spain.

PubMed

Casas, Ana Miranda; Castellar, Rosa García

2004-01-01

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth.

PubMed

Stevens, Joseph J; Schulte, Ann C

This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported.

Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study

ERIC Educational Resources Information Center

Hunt, Jessica Heather; Tzur, Ron; Westenskow, Arla

2016-01-01

The literature seems limited in what is known about conceptual processes that underlie evolution of students with learning disabilities (SLD) conceptions of fractions. This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls. We analyze data segments…

The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School Years

ERIC Educational Resources Information Center

Kovas, Yulia; Haworth, Claire M. A.; Dale, Philip S.; Plomin, Robert

2007-01-01

Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and…

Asynchronous Online Access as an Accommodation on Students with Learning Disabilities and/or Attention-Deficit Hyperactivity Disorders in Postsecondary STEM Courses

ERIC Educational Resources Information Center

Graves, Laura; Asunda, Paul A.; Plant, Stacey J.; Goad, Chester

2011-01-01

The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews…

Head Start for Learning Disabled Students. Final Report 1990-1991.

ERIC Educational Resources Information Center

Reading Area Community Coll., PA.

A project was conducted at Reading Area Community College (Pennsylvania) to develop the basic reading, writing, and mathematics skills of students with learning disabilities, to develop the self-esteem of these students, to motivate them, and to develop a model program that could be used by other adult education providers. The project featured a…

Criminal Offending and Learning Disabilities in New Zealand Youth: Does Reading Comprehension Predict Recidivism?

ERIC Educational Resources Information Center

Rucklidge, Julia J.; McLean, Anthony P.; Bateup, Paula

2013-01-01

Sixty youth (16-19 years) from two youth prison sites participate in a prospective study examining criminal offending and learning disabilities (LD), completing measures of estimated IQ, attention, reading, and mathematical and oral language abilities. Prevalence rates of LDs exceed those of international studies, with 91.67% of the offenders…

A Longitudinal Comparison of Systems Used to Identify Subgroups of Learning Disabled Children.

ERIC Educational Resources Information Center

Goldstein, David; Dundon, William D.

This paper addresses the problem of heterogeneity of samples of learning disabled (LD) children by comparing five different systems for identifying homogeneous subgroups in terms of their ability to predict longitudinal reading and mathematics scores. One hundred and sixty LD children served as subjects. Three of the five subgrouping systems were…

Using Assistive Technology in Teaching Children with Learning Disabilities in the 21st Century

ERIC Educational Resources Information Center

Adebisi, Rufus Olanrewaju; Liman, Nalado Abubakar; Longpoe, Patricia Kwalzoom

2015-01-01

This paper was written to expose the meaning, benefits, and answer why the use of assistive technology for children with learning disabilities. The paper discussed the various types of assistive technology devices that were designed and used to solve written language, reading, listening, memory and mathematic problems of children with learning…

Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

ERIC Educational Resources Information Center

Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

2015-01-01

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in…

A Demonstration of Techniques in the Identification, Diagnosis, and Treatment of Children with Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Skokie School District 68, IL.

A Chicago suburban public school with approximately 450 children per grade level demonstrated a system-wide program for identification, diagnosis, and educational treatment of children with learning disabilities in grades 2 through 6. Children were judged to underachieve when achievement measures in language or mathematics fell more than 10% below…

Considerations of Numbers Used in Tasks for Promoting Multiplicative Reasoning in Students with Learning Difficulties in Mathematics

ERIC Educational Resources Information Center

Risley, Rachael Ann

2016-01-01

This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs'…

Defective Number Module or Impaired Access? Numerical Magnitude Processing in First Graders with Mathematical Difficulties

ERIC Educational Resources Information Center

De Smedt, Bert; Gilmore, Camilla K.

2011-01-01

This study examined numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively. In total, 20 children with MLD, 21 children with LA, and 41 regular achievers completed a numerical…

Is Mathematical Representation of Problems an Evidence-Based Strategy for Students with Mathematics Difficulties?

ERIC Educational Resources Information Center

Jitendra, Asha K.; Nelson, Gena; Pulles, Sandra M.; Kiss, Allyson J.; Houseworth, James

2016-01-01

The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to…

Syntactic Awareness and Arithmetic Word Problem Solving in Children With and Without Learning Disabilities.

PubMed

Peake, Christian; Jiménez, Juan E; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

2015-01-01

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set. © Hammill Institute on Disabilities 2014.

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

Achievement Error Differences of Students with Reading versus Math Disorders

ERIC Educational Resources Information Center

Avitia, Maria; DeBiase, Emily; Pagirsky, Matthew; Root, Melissa M.; Howell, Meiko; Pan, Xingyu; Knupp, Tawnya; Liu, Xiaochen

2017-01-01

The purpose of this study was to understand and compare the types of errors students with a specific learning disability in reading and/or writing (SLD-R/W) and those with a specific learning disability in math (SLD-M) made in the areas of reading, writing, language, and mathematics. Clinical samples were selected from the norming population of…

Proposing a Model Assessment and Intervention Program for Learning Disabled Adolescents in a Typical School Population.

ERIC Educational Resources Information Center

Currie, Winifred

Reported are results of screening over 1,000 eighth or ninth grade students for learning disabilities, and suggested is an intervention program utilizing available local resources. The Currie-Milonas Screening Test is described as consisting of eight subtests to identify problems in the basic skills of reading, writing, language, or mathematics.…

An Evolutionary Perspective on Learning Disability in Mathematics

PubMed Central

Geary, David C.

2015-01-01

A distinction between potentially evolved, or biologically-primary forms of cognition, and the culturally-specific, or biologically-secondary forms of cognition that are built from primary systems is used to explore mathematical learning disability (MLD). Using this model, MLD could result from deficits in the brain and cognitive systems that support biologically-primary mathematical competencies, or from the brain and cognitive systems that support the modification of primary systems for the creation of secondary knowledge and secondary cognitive competencies. The former include visuospatial long-term and working memory and the intraparietal sulcus, whereas the latter include the central executive component of working memory and the anterior cingulate cortex and lateral prefrontal cortex. Different forms of MLD are discussed as related to each of the cognitive and brain systems. PMID:17650991

Limited Knowledge of Fraction Representations Differentiates Middle School Students with Mathematics Learning Disability (Dyscalculia) versus Low Mathematics Achievement

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.

2013-01-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions…

Subtypes and comorbidity in mathematical learning disabilities: Multidimensional study of verbal and visual memory processes is key to understanding.

PubMed

Szűcs, D

2016-01-01

A large body of research suggests that mathematical learning disability (MLD) is related to working memory impairment. Here, I organize part of this literature through a meta-analysis of 36 studies with 665 MLD and 1049 control participants. I demonstrate that one subtype of MLD is associated with reading problems and weak verbal short-term and working memory. Another subtype of MLD does not have associated reading problems and is linked to weak visuospatial short-term and working memory. In order to better understand MLD we need to precisely define potentially modality-specific memory subprocesses and supporting executive functions, relevant for mathematical learning. This can be achieved by taking a multidimensional parametric approach systematically probing an extended network of cognitive functions. Rather than creating arbitrary subgroups and/or focus on a single factor, highly powered studies need to position individuals in a multidimensional parametric space. This will allow us to understand the multidimensional structure of cognitive functions and their relationship to mathematical performance. © 2016 Elsevier B.V. All rights reserved.

Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

ERIC Educational Resources Information Center

Hughes, Elizabeth M.; Powell, Sarah R.; Lembke, Erica S.; Riley-Tillman, T. Chris

2016-01-01

Approximately 5 to 7% of school-age students have a learning disability related to mathematics (Shalev, Auerbach, Manor, & Gross-Tsur, 2000), but the percentage of students who experience mathematics difficulty is much greater. For example, results from the 2015 National Assessment of Educational Progress (NAEP; National Center for Education…

Cognitive Processing and Mathematical Achievement: A Study with Schoolchildren between Fourth and Sixth Grade of Primary Education

ERIC Educational Resources Information Center

Iglesias-Sarmiento, Valentin; Deano, Manuel

2011-01-01

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…

Examining How Students with Diverse Abilities Use Diagrams to Solve Mathematics Word Problems

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

2013-01-01

This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…

Strategies That Help Learning-Disabled Students Solve Verbal Mathematical Problems.

ERIC Educational Resources Information Center

Giordano, Gerard

1990-01-01

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

An Examination of Hand-Held Computer-Assisted Instruction on Subtraction Skills for Second Grade Students with Learning and Behavioral Disabilities

ERIC Educational Resources Information Center

Nordness, Philip D.; Haverkost, Ann; Volberding, Annette

2011-01-01

The effect of a mathematic flashcard application on a hand-held computing device was examined across three individual second grade students with learning and behavioral disabilities. All of the students improved their subtraction scores by an average of 17% as measured by the district-created, curriculum-based assessment. The results of this study…

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties

ERIC Educational Resources Information Center

Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy

2008-01-01

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…

Findings of Studies on Dyscalculia--A Synthesis

ERIC Educational Resources Information Center

Raja, B. William Dharma; Kumar, S. Praveen

2012-01-01

Children with learning disabilities face problems in acquiring the basic skills needed for learning. Dyscalculia is one among those learning disorders which affects the ability to acquire arithmetic skills that are needed to perform mathematical calculations. However this is a learning difficulty which is often not recognized. The objectives of…

Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).

PubMed

Mazzocco, Michèle M M; Feigenson, Lisa; Halberda, Justin

2011-01-01

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics

ERIC Educational Resources Information Center

Allsopp, David H.; Kyger, Maggie M.; Lovin, LouAnn; Gerretson, Helen; Carson, Katie L.; Ray, Sharon

2008-01-01

Ms. Carlisi teaches middle school mathematics for students who were retained at least 1 year and who were identified as at risk of failure in mathematics. About half of her class of 14 students has identified learning disabilities and/or emotional and behavioral difficulties. Ms. Carlisi worries constantly that she is not going to be able to help…

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

ERIC Educational Resources Information Center

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia.

PubMed

Mammarella, Irene C; Bomba, Monica; Caviola, Sara; Broggi, Fiorenza; Neri, Francesca; Lucangeli, Daniela; Nacinovich, Renata

2013-01-01

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts.

Growth in Rapid Automatized Naming from Grades K to 8 in Children with Math or Reading Disabilities

ERIC Educational Resources Information Center

Mazzocco, Michèle M. M.; Grimm, Kevin J.

2013-01-01

Rapid automatized naming (RAN) is widely used to identify reading disabilities (RD) and has recently been considered a potential predictor of risk for mathematics learning disabilities (MLD). Here we longitudinally examine RAN performance from Grades K to 8, to view how growth on RAN response time differs for children with RD versus MLD. Across…

Teacher and Student Use of Gesture and Access to Secondary Mathematics for Students with Learning Disabilities: An Exploratory Study

ERIC Educational Resources Information Center

Hord, Casey; Marita, Samantha; Walsh, Jennifer B.; Tomaro, Taylor-Marie; Gordon, Kiyana; Saldanha, Rene L.

2016-01-01

The researchers conducted an exploratory qualitative case study to describe the gesturing processes of tutors and students when engaging in secondary mathematics. The use of gestures ranged in complexity from simple gestures, such as pointing and moving the pointing finger in an arching motion to demonstrate mathematics relationships within…

Updates on attention-deficit/hyperactivity disorder and learning disorders.

PubMed

Semrud-Clikeman, Margaret; Bledsoe, Jesse

2011-10-01

The relationship of attention-deficit/hyperactivity disorder (ADHD) to learning disorders was reviewed and included reading disability, mathematics learning disability, and nonverbal learning disability. Genetic, neuroimaging, and neuropsychological functioning were examined for each disorder, along with a discussion of any existing literature when ADHD co-occurred with the disorder. All the disorders were found to frequently co-occur with ADHD. A review of the underlying neuroanatomic and neurofunctional data found specific structures that frequently co-occur in these disorders with others that are specific to the individual diagnosis. Aberrations in structure and/or function were found for the caudate, corpus callosum, and cerebellum, making these structures sensitive for the disorder but not specific. Suggestions for future research, particularly in relation to intervention, are provided.

Lecturers' Experiences of Teaching STEM to Students with Disabilities

ERIC Educational Resources Information Center

Ngubane-Mokiwa, S. A.; Khoza, S. B.

2016-01-01

Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and…

Virtual Mentoring and Persistence in STEM for Students with Disabilities

ERIC Educational Resources Information Center

Gregg, Noel; Galyardt, April; Wolfe, Gerri; Moon, Nathan; Todd, Robert

2017-01-01

The purpose of this study was to investigate the effectiveness of virtual mentoring for enhancing the persistence of secondary and postsecondary students with disabilities engaged in science, technology, engineering, and mathematics (STEM) learning. The student participants (N = 189) were all engaged in STEM coursework and enrolled in a…

Training Positive Attitudes: "I Tried Hard and Did Well!"

ERIC Educational Resources Information Center

Fulk, Barbara J. Mushinski; Mastropieri, Margo A.

1990-01-01

The article describes an instructional intervention appropriate to improving student attitudes and achievement through attributional retraining and instruction in learning strategies, particularly mnemonic strategies. Application of the approach with learning-disabled students in reading comprehension and mathematics is reported. (DB)

Coherent Motion Sensitivity Predicts Individual Differences in Subtraction

ERIC Educational Resources Information Center

Boets, Bart; De Smedt, Bert; Ghesquiere, Pol

2011-01-01

Recent findings suggest deficits in coherent motion sensitivity, an index of visual dorsal stream functioning, in children with poor mathematical skills or dyscalculia, a specific learning disability in mathematics. We extended these data using a longitudinal design to unravel whether visual dorsal stream functioning is able to "predict"…

Math Interventions for Students with Autism Spectrum Disorder: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.

2016-01-01

Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and…

Effectiveness of Pearson's SuccessMaker Mathematics for Students with Disabilities

ERIC Educational Resources Information Center

McKissick, Steven K.

2017-01-01

SuccessMaker mathematics is an instructional learning system rooted in behaviorist instructional theory. Previous research efforts have left much to be desired and have produced inconsistent results. Recent research for this program appears to be tapering off, despite advances in technology signaling integration of concepts from other theoretical…

Predicting Phenotypes from Genetic Crosses: A Mathematical Concept to Help Struggling Biology Students

ERIC Educational Resources Information Center

Baurhoo, Neerusha; Darwish, Shireef

2012-01-01

Predicting phenotypic outcomes from genetic crosses is often very difficult for biology students, especially those with learning disabilities. With our mathematical concept, struggling students in inclusive biology classrooms are now better equipped to solve genetic problems and predict phenotypes, because of improved understanding of dominance…

Assessing College-Level Learning Difficulties and "At Riskness" for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment

ERIC Educational Resources Information Center

Kane, Steven T.; Walker, John H.; Schmidt, George R.

2011-01-01

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

Specific learning disability in mathematics: a comprehensive review.

PubMed

Soares, Neelkamal; Evans, Teresa; Patel, Dilip R

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

Specific learning disability in mathematics: a comprehensive review

PubMed Central

Evans, Teresa; Patel, Dilip R.

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described. PMID:29441282

Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

PubMed

Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.

PubMed

Iuculano, Teresa; Rosenberg-Lee, Miriam; Richardson, Jennifer; Tenison, Caitlin; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2015-09-30

Competency with numbers is essential in today's society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal-occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention.

Doing the Math: Supporting Students with Disabilities in Online Courses

ERIC Educational Resources Information Center

Serianni, Barbara A.; Coy, Kimberly

2014-01-01

The purpose of this article is to provide teachers and parents with a framework and practical ideas for supporting their students with disabilities in online mathematics. Through the fictional scenarios involving Martin and Liana, factors that may contribute to a successful online learning experience will be explored, highlighting the benefits and…

Empowering K-12 Students with Disabilities to Learn Computational Thinking and Computer Programming

ERIC Educational Resources Information Center

Israel, Maya; Wherfel, Quentin M.; Pearson, Jamie; Shehab, Saadeddine; Tapia, Tanya

2015-01-01

This article's focus is on including computing and computational thinking in K-12 instruction within science, technology, engineering, and mathematics (STEM) education, and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities. Providing computing…

Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education

ERIC Educational Resources Information Center

Woodward, John; Tzur, Ron

2017-01-01

Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a…

Material Encounters and Media Events: What Kind of Mathematics Can a Body Do?

ERIC Educational Resources Information Center

de Freitas, Elizabeth

2016-01-01

This paper contributes to research on the material dimensions of teaching and learning mathematics, arguing that perception is not sensory integration or synthesis of multi-modal information, but rather a speculative investment in specific material encounters. This approach entails sociopolitical consequences for how we work with dis/ability in…

Consumer Mathematics. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS).

ERIC Educational Resources Information Center

Walford, Sylvia B.; Thomas, Portia R.

This teacher's guide and student guide are designed to accompany a consumer mathematics textbook that contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials are designed to help these students succeed in regular education content…

Arithmetic Education and Learning Disabilities in Italy

ERIC Educational Resources Information Center

Cornoldi, C.; Lucangeli, D.

2004-01-01

In the first part of this article, we briefly present the context of mathematics education in Italy and its specific programs, teaching and assessment methods, use of psychological concepts, and policies in favor of pupils with difficulties. We illustrate the importance and the role of mathematics teachers' associations. In the second part, we…

Assessing college-level learning difficulties and "at riskness" for learning disabilities and ADHD: development and validation of the learning difficulties assessment.

PubMed

Kane, Steven T; Walker, John H; Schmidt, George R

2011-01-01

This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument's validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD.

Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

ERIC Educational Resources Information Center

Kane, Steven T.; Roy, Soma; Medina, Steffanie

2013-01-01

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children with Mathematics Difficulties

ERIC Educational Resources Information Center

Jordan, Nancy C.; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy

2017-01-01

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children (N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and…

Development of Number Line Representations in Children With Mathematical Learning Disability

PubMed Central

Geary, David C.; Hoard, Mary K.; Nugent, Lara; Byrd-Craven, Jennifer

2015-01-01

Children with a mathematical learning disability (MLD, n = 19) and low achieving (LA, n = 43) children were identified using mathematics achievement scores below the 11th percentile and between the 11th and 25th percentiles, respectively. A control group of typically achieving (TA, n = 50) children was also identified. Number line and speed of processing tasks were administered in 1st and 2nd grade and a working memory battery in 1st grade. In both grades, the MLD children were less accurate in their number line placements and more reliant on a natural number-magnitude representational system to make these placements than were TA children. The TA children were more reliant on the school-taught linear system in both grades. The performance of the LA children was similar to that of the MLD children in first grade and to the TA children in second. The central executive component of working memory contributed to across-grade improvements in number line performance and to group differences in this performance. PMID:18473200

Types of Learning Problems

MedlinePlus

... Dyscalculia is defined as difficulty performing mathematical calculations. Math is problematic for many students, but dyscalculia may prevent a teenager from grasping even basic math concepts. Auditory Memory and Processing Disabilities Auditory memory ...

Advanced mathematics communication beyond modality of\\xA0sight

NASA Astrophysics Data System (ADS)

Sedaghatjou, Mina

2018-01-01

This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the 'differences' in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.

Format Variables and Learner Characteristics in Mathematical Problem Solving. Final Technical Report.

ERIC Educational Resources Information Center

Sowder, Larry; And Others

The effect on performance of different formats for typical mathematics story problems was studied, along with the relationship of certain learner variables. More than 1200 children in grades 3-8, including over 220 learning-disabled students, were tested and/or interviewed. Story problems were in the usual format found in textbooks, an abbreviated…

The Effect of Cluster-Based Instruction on Mathematic Achievement in Inclusive Schools

ERIC Educational Resources Information Center

Gunarhadi, Sunardi; Anwar, Mohammad; Andayani, Tri Rejeki; Shaari, Abdull Sukor

2016-01-01

The research aimed to investigate the effect of Cluster-Based Instruction (CBI) on the academic achievement of Mathematics in inclusive schools. The sample was 68 students in two intact classes, including those with learning disabilities, selected using a cluster random technique among 17 inclusive schools in the regency of Surakarta. The two…

Quality of Explanation as an Indicator of Fraction Magnitude Understanding

ERIC Educational Resources Information Center

Foreman-Murray, Lindsay; Fuchs, Lynn S.

2018-01-01

Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students'…

Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children with Mathematics Difficulties

ERIC Educational Resources Information Center

Wong, Terry T.-Y.; Ho, Connie S.-H.; Tang, Joey

2017-01-01

Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests…

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school'].

PubMed

Miranda-Casas, A; Marco-Taverner, R; Soriano-Ferrer, M; Melià de Alba, A; Simó-Casañ, P

2008-01-01

Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

Arithmetic Facts Storage Deficit: The Hypersensitivity-to-Interference in Memory Hypothesis

ERIC Educational Resources Information Center

De Visscher, Alice; Noël, Marie-Pascale

2014-01-01

Dyscalculia, or mathematics learning disorders, is currently known to be heterogeneous (Wilson & Dehaene, 2007). While various profiles of dyscalculia coexist, a general and persistent hallmark of this math learning disability is the difficulty in memorizing arithmetic facts (Geary, Hoard & Hamson, 1999; Jordan & Montani, 1997; Slade…

Co-Occurrence of Developmental Disorders: The Case of Developmental Dyscalculia

ERIC Educational Resources Information Center

Rubinsten, Orly

2009-01-01

Five to seven percent of children experience severe difficulties in learning mathematics and/or reading. Current trials that are focused on identifying biological markers suggest that these learning disabilities, known as Developmental Dyscalculia (DD) and Dyslexia (for reading), are due to underlying brain dysfunctions. One ongoing controversy…

Implementing Intensive Intervention: Lessons Learned from the Field

ERIC Educational Resources Information Center

National Center on Intensive Intervention, 2013

2013-01-01

The National Center on Intensive Intervention (NCII) has a mission to build district and school capacity to implement intensive intervention that will improve reading, mathematics, and behavioral outcomes for students with disabilities in Grades K-12 who have severe and persistent learning and/or behavioral problems. The purpose of this document…

Using High-Probability Instructional Sequences and Explicit Instruction to Teach Multiplication Facts

ERIC Educational Resources Information Center

Leach, Debra

2016-01-01

Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and…

Moving closer to a public health model of language and learning disabilities: the role of genetics and the search for etiologies.

PubMed

Miller, Brett; McCardle, Peggy

2011-01-01

Continued progress in language and learning disabilities (LDs) research requires a renewed focused on issues of etiology. Genetics research forms a central tenet of such an agenda and is critical in clarifying relationships among oral language development, acquisition of literacy and mathematics, executive function skills, and comorbid conditions. For progress to be made, diversified efforts must continue to emphasize molecular and behavioral genetics (including quantitative genetics) approaches, in concert with multi-disciplinary and multi-modal projects, to provide an integrated understanding of the behavioral and biological manifestations of language and learning disabilities. Critically, increased efforts to include ethnic, socio-economic, and linguistically diverse participant samples across a range of developmental stages is required to meet the public health needs of learners in the US and across the world. Taken together, this body of work will continue to enhance our understanding of LDs and help us move toward a truly prevention based approach to language and learning disabilities.

Subitizing or Counting as Possible Screening Variables for Learning Disabilities in Mathematics Education or Learning?

ERIC Educational Resources Information Center

Desoete, Annemie; Ceulemans, Annelies; Roeyers, Herbert; Huylebroeck, Anne

2009-01-01

This paper aims to highlight the significance of a particular aspect of magnitude processing, namely counting and subitizing or the rapid enumeration of small sets of items, for learning. Emphasis is laid on the historical roots and the conceptual framework as well as on studies on pre-verbal and school-age children. Evidence of the potential…

Designing Adaptive, Diagnostic Math Assessments for Individuals with and without Visual Disabilities. Research Report. ETS RR-06-01

ERIC Educational Resources Information Center

Shute, Valerie J.; Graf, Edith Aurora; Hansen, Eric G.

2006-01-01

This report summarizes the design and development of an adaptive e-learning prototype for middle school mathematics for use with both sighted and visually disabled students. Adaptation refers to the system's ability to adjust itself to suit particular characteristics of the learner. The main parts of the report describe the system's theoretical…

One More Time: The Need for More Mathematical Problem Solving and What the Research Says about It

ERIC Educational Resources Information Center

Woodward, John

2013-01-01

This article reviews recent research in math problem solving for students with learning disabilities. Two recently published syntheses of research on mathematics by the Institute of Education Sciences (IES) are used as frameworks for interpreting this body of work. A significant amount of the work in special education over the last decade is…

Helping Students with Mathematics Difficulties Understand Ratios and Proportions

ERIC Educational Resources Information Center

Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung

2016-01-01

Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability…

Using Incremental Rehearsal to Increase Fluency of Single-Digit Multiplication Facts with Children Identified as Learning Disabled in Mathematics Computation

ERIC Educational Resources Information Center

Burns, Matthew K.

2005-01-01

Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an…

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties.

PubMed

Jordan, Nancy C; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.

Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities

PubMed Central

Iuculano, Teresa; Rosenberg-Lee, Miriam; Richardson, Jennifer; Tenison, Caitlin; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2015-01-01

Competency with numbers is essential in today's society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal–occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention. PMID:26419418

Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.

PubMed

Jitendra, Asha K; Petersen-Brown, Shawna; Lein, Amy E; Zaslofsky, Anne F; Kunkel, Amy K; Jung, Pyung-Gang; Egan, Andrea M

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. © Hammill Institute on Disabilities 2013.

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes.

PubMed

Johnson, Samantha; Strauss, Victoria; Gilmore, Camilla; Jaekel, Julia; Marlow, Neil; Wolke, Dieter

2016-12-01

Children born extremely preterm are at high risk for intellectual disability, learning disabilities, executive dysfunction and special educational needs, but little is understood about the comorbidity of intellectual and learning disabilities in this population. This study explored comorbidity in intellectual disability (ID) and learning disabilities (LD) in children born extremely preterm (EP; <26 +0 weeks' gestation). A UK national cohort of 161 EP children and 153 term-born controls without neurosensory impairments was assessed at 11years of age (the EPICure Study). IQ, mathematics and reading attainment, executive function, visuospatial processing and sensorimotor skills were assessed using standardised tests, and curriculum-based attainment and special educational needs (SEN) using teacher reports. Overall, 75 (47%) EP children and 7 (4.6%) controls had ID or LD (RR 10.12; 95% CI 4.81, 21.27). Comorbidity in ID/LD was more common among EP children than controls (24% vs. 0%). EP children with comorbid ID/LD had significantly poorer neuropsychological abilities and curriculum-based attainment than EP children with an isolated disability or no disabilities. LD were associated with a 3 times increased risk for SEN. However, EP children with ID alone had poorer neuropsychological abilities and curriculum-based attainment than children with no disabilities, yet there was no increase in SEN provision among this group. EP children are at high risk for comorbid intellectual and learning disabilities. Education professionals should be aware of the complex nature of EP children's difficulties and the need for multi-domain assessments to guide intervention. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Growing of the mathematical thinking imaginative to students in designing of the teaching aids for CWD towards to joyful learning

NASA Astrophysics Data System (ADS)

Sugiman; Sugiharti, E.; Kurniawati, N. F.

2018-03-01

Government and the private parties had also organized of Special School (SS) and Inclusive School. SS requires of math teachers who were professional in the material, but also master the needs of Children with Disabilities (CwD) in teaching-learning process. The problem: How to design the Teaching Aids for CwD through Extra-Curriculum Training (ECT) activities to Joyful Learning? The purposes of this research: (1) To find new ways how to grow the imaginative in mathematical thinking for students of Mathematics Education. (2) To find a Teaching Aids Design that suitable for CwD who studying in SS. (3) In order to create a Teaching Aids for CwD through activities based on ECT to Joyful Learning. The research method was done by qualitative approach. The research subjects were 6 students of Mathematics Education Study Program of FMIPA UNNES who were interested in attending of the training activities based on ECT. The results: (1) ECT can be a place to grow an Imaginative in Mathematical Thinking of students, (2) created the design of the teaching aids for CwD through activities based on ECT to Joyful Learning as a mirror of the imaginative growth in mathematical thinking for students.

An overview of learning disabilities: psychoeducational perspectives.

PubMed

Johnson, D J

1995-01-01

In general, people with learning disabilities are a heterogeneous population that require a multidisciplinary evaluation and careful, well-planned intervention. Despite this heterogeneity, patterns of problems often co-occur. Therefore, diagnosticians and educators should look beyond single areas of achievement such as reading or arithmetic. In addition, problems in one area of learning typically have secondary impacts on higher levels of learning. That is, comprehension problems typically interfere with expression. Every effort should be made to examine patterns of problems and to avoid fragmentation of services so that each area of underachievement is not treated separately. Although learning disabilities usually interfere with school performance, they are not simply academic handicaps. They interfere with certain social activities as well as occupational pursuits. In many instances, they impact on mental health and self-esteem. Therefore, students need multiple services. And, as emphasized throughout this journal issue, learning disabled individuals may have comorbid conditions such as attention deficit disorder, depression, and neurologic problems. Furthermore, the problems may change over time. Children may first be identified because of language comprehension problems but later have reading or mathematics difficulty. With intervention, oral expressive problems may be alleviated but may be manifested later in written language.

Effects of Singapore Model Method with Explicit Instruction on Math Problem Solving Skills of Students at Risk for or Identified with Learning Disabilities

ERIC Educational Resources Information Center

Preston, Angela Irene

2016-01-01

Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have not performed as well on international and national mathematics assessments and students with…

A Systematic Review of Longitudinal Studies of Mathematics Difficulty.

PubMed

Nelson, Gena; Powell, Sarah R

2017-06-01

Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities

PubMed Central

Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L.

2018-01-01

Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing. PMID:29559940

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities.

PubMed

Pitchford, Nicola J; Kamchedzera, Elizabeth; Hubber, Paula J; Chigeda, Antonie L

2018-01-01

Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing.

Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters

PubMed Central

Baten, Elke; Desoete, Annemie

2018-01-01

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers’ experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O, and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O, and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided. PMID:29867645

Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters.

PubMed

Baten, Elke; Desoete, Annemie

2018-01-01

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers' experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O, and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O, and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided.

The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance.

PubMed

Carey, Emma; Hill, Francesca; Devine, Amy; Szücs, Dénes

2015-01-01

This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle.

Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran

PubMed Central

Faramarzi, Salar; Shamsi, Abdolhossein; Samadi, Maryam; Ahmadzade, Maryam

2015-01-01

Introduction: with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities. Methods: with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist. Results: The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. Conclusions: The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities. PMID:26430685

Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran.

PubMed

Faramarzi, Salar; Shamsi, Abdolhossein; Samadi, Maryam; Ahmadzade, Maryam

2015-01-01

with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities. with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist. The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.

Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties.

PubMed

Zhang, Dake; Wang, Qiu; Ding, Yi; Liu, Jeremy Jian

2014-01-01

According to the National Council of Teachers of Mathematics, geometry and spatial sense are fundamental components of mathematics learning. However, learning disabilities (LD) research has shown that many K-12 students encounter particular geometry difficulties (GD). This study examined the effect of an integrated object representation (IOR) accommodation on the test performance of students with GD compared to students without GD. Participants were 118 elementary students who took a researcher-developed geometry problem solving test under both a standard testing condition and an IOR accommodation condition. A total of 36 students who were classified with GD scored below 40% correct in the geometry problem solving test in the standard testing condition, and 82 students who were classified without GD scored equal to or above 40% correct in the same test and condition. All students were tested in both standard testing condition and IOR accommodation condition. The results from both ANOVA and regression discontinuity (RD) analyses suggested that students with GD benefited more than students without GD from the IOR accommodation. Implications of the study are discussed in terms of providing accommodations for students with mathematics learning difficulties and recommending RD design in LD research. © Hammill Institute on Disabilities 2013.

Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins.

PubMed

Haworth, Claire M A; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E; Petrill, Stephen A; Dale, Philip S; Plomin, Robert

2009-10-01

Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries-Fulker extremes analysis. We compared these results to those for the entire distribution. All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits.

Learning Abilities and Disabilities: Generalist Genes, Specialist Environments.

PubMed

Kovas, Yulia; Plomin, Robert

2007-10-01

Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these "generalist genes." What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.

Does Applied STEM Course Taking Link to STEM Outcomes for High School Students with Learning Disabilities?

ERIC Educational Resources Information Center

Gottfried, Michael A.; Sublett, Cameron

2018-01-01

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has…

Learning abilities and disabilities: generalist genes in early adolescence.

PubMed

Davis, Oliver S P; Haworth, Claire M A; Plomin, Robert

2009-01-01

The new view of cognitive neuropsychology that considers not just case studies of rare severe disorders but also common disorders, as well as normal variation and quantitative traits, is more amenable to recent advances in molecular genetics, such as genome-wide association studies, and advances in quantitative genetics, such as multivariate genetic analysis. A surprising finding emerging from multivariate quantitative genetic studies across diverse learning abilities is that most genetic influences are shared: they are "generalist", rather than "specialist". We exploited widespread access to inexpensive and fast Internet connections in the United Kingdom to assess over 5000 pairs of 12-year-old twins from the Twins Early Development Study (TEDS) on four distinct batteries: reading, mathematics, general cognitive ability (g) and, for the first time, language. Genetic correlations remain high among all of the measured abilities, with language as highly correlated genetically with g as reading and mathematics. Despite developmental upheaval, generalist genes remain important into early adolescence, suggesting optimal strategies for molecular genetic studies seeking to identify the genes of small effect that influence learning abilities and disabilities.

The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance

PubMed Central

Carey, Emma; Hill, Francesca; Devine, Amy; Szücs, Dénes

2016-01-01

This review considers the two possible causal directions between mathematics anxiety (MA) and poor mathematics performance. Either poor maths performance may elicit MA (referred to as the Deficit Theory), or MA may reduce future maths performance (referred to as the Debilitating Anxiety Model). The evidence is in conflict: the Deficit Theory is supported by longitudinal studies and studies of children with mathematical learning disabilities, but the Debilitating Anxiety Model is supported by research which manipulates anxiety levels and observes a change in mathematics performance. It is suggested that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and mathematics performance can influence one another in a vicious cycle. PMID:26779093

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) vs. low mathematics achievement

PubMed Central

Mazzocco, Michèle M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.

2014-01-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to “one-half,” and fraction pairs with common denominators) differentiates those with mathematical learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics, and whether long term learning trajectories of this knowledge also differentiate these groups. We confirmed that although 4th graders with LA (n = 18) or TA (n = 93) are more accurate evaluating one-half vs. non-half fractions (until they reach ceiling performance levels on both types of fractions), children with MLD (n=11) do not show a one-half advantage until Grade 7 and do not reach ceiling performance even by Grade 8. Both the MLD and LA groups have early difficulties with fractions, but by Grade 5 the LA group approaches performance levels of the TA group and deviates from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short lived for the TA group (because ceiling level was achieved across formats), slightly more persistent for the LA group, and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties varies across children with math difficulties (MLD or LA). PMID:23587941

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.

PubMed

Mazzocco, Michèle M M; Myers, Gwen F; Lewis, Katherine E; Hanich, Laurie B; Murphy, Melissa M

2013-06-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to one-half, fraction pairs with common denominators) differentiates those with mathematics learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics and whether long-term learning trajectories of this knowledge also differentiate these groups. We confirmed that although fourth graders with TA (n=93) were more accurate in evaluating "one-half" fractions than in evaluating "non-half" fractions (until they reached ceiling performance levels on both types of fractions), children with MLD (n=11) did not show a one-half advantage until Grade 7 and did not reach ceiling performance even by Grade 8. Both the MLD and LA groups had early difficulties with fractions, but by Grade 5 the LA group approached performance levels of the TA group and deviated from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short-lived for the TA group (because ceiling level was achieved across formats), whereas it was slightly more persistent for the LA group and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties vary across children with math difficulties (MLD or LA). Copyright © 2013 Elsevier Inc. All rights reserved.

Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children With Mathematics Difficulties.

PubMed

Wong, Terry T-Y; Ho, Connie S-H; Tang, Joey

2017-01-01

Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests that the origin of this disability lies in the inability to associate numbers with the underlying magnitude representation. The present study compared the performance of DDs with their low-achieving (LA) and normally achieving peers in nonsymbolic numerosity processing and number-magnitude mapping over 1 year (from kindergarten to 1st grade). The results demonstrated differential impairments in different subgroups of children with mathematics difficulties. While DDs showed deficits in both nonsymbolic numerosity processing and number-magnitude mapping, LAs showed deficit only in the number-magnitude mapping. Furthermore, the deficit in number-magnitude mapping among the DD group was partially explained by their number sense deficit. The number sense deficit hypothesis is supported. Theoretical and practical implications are discussed. © Hammill Institute on Disabilities 2015.

Using the virtual-abstract instructional sequence to teach addition of fractions.

PubMed

Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

2017-11-01

Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Impact of Developmental Education at Triton College.

ERIC Educational Resources Information Center

Chand, Sunil

1985-01-01

Describes the following aspects of the Developmental Education Program at Triton College: student placement, courses, faculty selection, reading and writing instruction, mathematics instruction, the Learning Assistance Center (LAC), LAC tutoring, LAC special projects, LAC management, special needs assistance program for disabled students, and…

Learning Abilities and Disabilities: Generalist Genes, Specialist Environments

PubMed Central

Kovas, Yulia; Plomin, Robert

2007-01-01

Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these “generalist genes.” What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects. PMID:20351764

Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability.

PubMed

Slot, Esther M; van Viersen, Sietske; de Bree, Elise H; Kroesbergen, Evelyn H

2016-01-01

High comorbidity rates have been reported between mathematical learning disabilities (MD) and reading and spelling disabilities (RSD). Research has identified skills related to math, such as number sense (NS) and visuospatial working memory (visuospatial WM), as well as to literacy, such as phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (Verbal STM). In order to explain the high comorbidity rates between MD and RSD, 7-11-year-old children were assessed on a range of cognitive abilities related to literacy (PA, RAN, Verbal STM) and mathematical ability (visuospatial WM, NS). The group of children consisted of typically developing (TD) children (n = 32), children with MD (n = 26), children with RSD (n = 29), and combined MD and RSD (n = 43). It was hypothesized that, in line with the multiple deficit view on learning disorders, at least one unique predictor for both MD and RSD and a possible shared cognitive risk factor would be found to account for the comorbidity between the symptom dimensions literacy and math. Secondly, our hypotheses were that (a) a probabilistic multi-factorial risk factor model would provide a better fit to the data than a deterministic single risk factor model and (b) that a shared risk factor model would provide a better fit than the specific multi-factorial model. All our hypotheses were confirmed. NS and visuospatial WM were identified as unique cognitive predictors for MD, whereas PA and RAN were both associated with RSD. Also, a shared risk factor model with PA as a cognitive predictor for both RSD and MD fitted the data best, indicating that MD and RSD might co-occur due to a shared underlying deficit in phonological processing. Possible explanations are discussed in the context of sample selection and composition. This study shows that different cognitive factors play a role in mathematics and literacy, and that a phonological processing deficit might play a role in the occurrence of MD and RSD.

Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance.

PubMed

Mazzocco, Michèle M M; Chan, Jenny Yun-Chen; Bock, Allison M

2017-01-01

In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. We propose that attention to different profiles of discordance for EF and mathematics may help identify individualized learning needs for students at risk for mathematics difficulties and disabilities. © 2017 Elsevier Inc. All rights reserved.

WISC-IV Intellectual Profiles in Italian Children With Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics.

PubMed

Poletti, Michele

2016-01-01

The fifth edition of theDiagnostic and Statistical Manual of Mental Disordersgrouped specific learning disabilities in the single diagnostic category of specific learning disorder (SLD), with specifiers for impairments in reading, written expression, and mathematics. This study aimed at investigating the intellectual profile, assessed with the fourth edition of theWechsler Intelligence Scale for Children(WISC-IV), of 172 children with a diagnosis of SLD, compared to 74 clinical referral controls. WISC-IV intellectual functioning in children with SLD was characterized by a significant discrepancy between general ability and cognitive proficiency (General Ability Index [GAI] > Cognitive Proficiency Index [CPI]), and worse performances on the Similarities, Digit Span, Letter-Number Sequencing, and Coding subtests, supporting models of multiple cognitive deficits at the basis of neurodevelopmental disorders as SLD. GAI was the best and more conservative measure provided by the WISC-IV to identify intellectual functioning in children with SLD, and the intellectual discrepancy between GAI and CPI could be considered a "cognitive sign" for the presence of SLD in a single diagnostic category. Cognitive deficits differed in subtypes of impairment (reading, written expression, and mathematics), supporting their distinction for empirical, educational, and rehabilitative purposes. These findings need further replication in larger samples and in comparison to typically developing children. © Hammill Institute on Disabilities 2014.

Vision and academic performance of learning disabled children.

PubMed

Wharry, R E; Kirkpatrick, S W

1986-02-01

The purpose of this study was to assess difference in academic performance among myopic, hyperopic, and emmetropic children who were learning disabled. More specifically, myopic children were expected to perform better on mathematical and spatial tasks than would hyperopic ones and that hyperopic and emmetropic children would perform better on verbal measures than would myopic ones. For 439 learning disabled students visual anomalies were determined via a Generated Retinal Reflex Image Screening System. Test data were obtained from school files. Partial support for the hypothesis was obtained. Myopic learning disabled children outperformed hyperopic and emmetropic children on the Key Math test. Myopic children scored better than hyperopic children on the WRAT Reading subtest and on the Durrell Analysis of Reading Difficulty Oral Reading Comprehension, Oral Rate, Flashword, and Spelling subtests, and on the Key Math Measurement and Total Scores. Severity of refractive error significantly affected the Wechsler Intelligence Scale for Children--Revised Full Scale, Performance Scale, Verbal Scale, and Digit Span scores but did not affect any academic test scores. Several other findings were also reported. Those with nonametropic problems scored higher than those without problems on the Key Math Time subtest. Implications supportive of the theories of Benbow and Benbow and Geschwind and Behan were stated.

The Thinking Body in/of Multimodal Engineering Literacy

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2017-01-01

Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects--including those marked learning disabled--because it supports literacy in its different manifestations (i.e., across modes). This article addresses this topic, building on…

Data-driven heterogeneity in mathematical learning disabilities based on the triple code model.

PubMed

Peake, Christian; Jiménez, Juan E; Rodríguez, Cristina

2017-12-01

Many classifications of heterogeneity in mathematical learning disabilities (MLD) have been proposed over the past four decades, however no empirical research has been conducted until recently, and none of the classifications are derived from Triple Code Model (TCM) postulates. The TCM proposes MLD as a heterogeneous disorder, with two distinguishable profiles: a representational subtype and a verbal subtype. A sample of elementary school 3rd to 6th graders was divided into two age cohorts (3rd - 4th grades, and 5th - 6th grades). Using data-driven strategies, based on the cognitive classification variables predicted by the TCM, our sample of children with MLD clustered as expected: a group with representational deficits and a group with number-fact retrieval deficits. In the younger group, a spatial subtype also emerged, while in both cohorts a non-specific cluster was produced whose profile could not be explained by this theoretical approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

PubMed Central

Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

2012-01-01

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. PMID:21444929

The cognitive and academic profiles of reading and mathematics learning disabilities.

PubMed

Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

2012-01-01

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.

The development of product parity sensitivity in children with mathematics learning disability and in typical achievers.

PubMed

Rotem, Avital; Henik, Avishai

2013-02-01

Parity helps us determine whether an arithmetic equation is true or false. The current research examines the development of sensitivity to parity cues in multiplication in typically achieving (TA) children (grades 2, 3, 4 and 6) and in children with mathematics learning disabilities (MLD, grades 6 and 8), via a verification task. In TA children the onset of parity sensitivity was observed at the beginning of 3rd grade, whereas in children with MLD it was documented only in 8th grade. These results suggest that children with MLD develop parity aspects of number sense, though later than TA children. To check the plausibility of equations, children used mainly the multiplication parity rule rather than familiarity with even products. Similar to observations in adults, parity sensitivity was largest for problems with two even operands, moderate for problems with one even and one odd operand, and smallest for problems with two odd operands. Copyright © 2012 Elsevier Ltd. All rights reserved.

Designing and Delivering Intensive Interventions: A Teacher's Toolkit

ERIC Educational Resources Information Center

Murray, Christy S.; Coleman, Meghan A.; Vaughn, Sharon; Wanzek, Jeanne; Roberts, Greg

2012-01-01

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling…

Executive Functions as Predictors of Math Learning Disabilities

ERIC Educational Resources Information Center

Toll, Sylke W. M.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.

2011-01-01

In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children…

Learning Area and Perimeter with Virtual Manipulatives

ERIC Educational Resources Information Center

Bouck, Emily; Flanagan, Sara; Bouck, Mary

2015-01-01

Manipulatives are considered a best practice for educating students with disabilities, but little research exists which examines virtual manipulatives as tool for supporting students in mathematics. This project investigated the use of a virtual manipulative through the National Library of Virtual Manipulatives--polynominoes (i.e., tiles)--as a…

[Specific learning disabilities - from DSM-IV to DSM-5].

PubMed

Schulte-Körne, Gerd

2014-09-01

The publication of the DSM-5 means changes in the classification and recommendations for diagnosis of specific learning disabilities. Dyslexia and dyscalculia have been reintroduced into the DSM. Three specific learning disorders - impairment in reading, impairment in the written expression, and impairment in mathematics, described by subskills - are now part of the DSM-5. Three subcomponents of the reading disorder are expressly differentiated: word reading accuracy, reading rate, and fluency and reading comprehension. Impaired subskills of the specific learning disorder with impairment in written expression are spelling accuracy, grammar and punctuation accuracy, and clarity and organization of written expression. Four subskills are found in the mathematics disorder: number sense, memorization of arithmetic facts, accurate or fluent calculation, and accurate math reasoning. Each impaired academic domain and subskill should be recorded. A description of the severity degree was also included. The diagnosis is based on a variety of methods, including medical history, clinical interview, school report, teacher evaluation, rating scales, and psychometric tests. The IQ discrepancy criterion was abandoned, though that of age or class discrepancy criterion was retained. The application of a discrepancy is recommended by 1 to 2.5 SD. All three specific developmental disorders are common (prevalence 5 %-15 %), occur early during the first years of formal schooling, and persist into adulthood.

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

PubMed Central

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

2014-01-01

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. PMID:24939971

Mathematics and academic diversity in Japan.

PubMed

Woodward, John; Ono, Yumiko

2004-01-01

Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese methods. Observational studies, teacher and student surveys, and analyses of classroom videotapes have provided a rich picture of how the Japanese teach the whole class. However, little has been written about how academically low-achieving math students fare in Japanese schools. This article briefly summarizes Japanese methods for teaching mathematics and describes how the educational system addresses academic diversity. It concludes with a description of a method for teaching mathematics that some Japanese mathematics educators feel has promise for students with learning disabilities.

Overlap and specificity of genetic and environmental influences on mathematics and reading disability in 10-year-old twins

PubMed Central

Kovas, Y.; Haworth, C.M.A.; Harlaar, N.; Petrill, S.A.; Dale, P.S.; Plomin, R.

2009-01-01

Background To what extent do genetic and environmental influences on reading disability overlap with those on mathematics disability? Multivariate genetic research on the normal range of variation in unselected samples has led to a Generalist Genes Hypothesis which posits that the same genes largely affect individual differences in these abilities in the normal range. However, little is known about the etiology of co-morbidity for the disability extremes of reading and mathematics. Method From 2596 pairs of 10-year-old monozygotic and dizygotic twins assessed on a web-based battery of reading and mathematics tests, we selected the lowest 15% on reading and on mathematics. We conducted bivariate DeFries–Fulker (DF) extremes analyses to assess overlap and specificity of genetic and environmental influences on reading and mathematics disability defined by a 15% cut-off. Results Both reading and mathematics disability are moderately heritable (47% and 43%, respectively) and show only modest shared environmental influence (16% and 20%). There is substantial phenotypic co-morbidity between reading and mathematics disability. Bivariate DF extremes analyses yielded a genetic correlation of .67 between reading disability and mathematics disability, suggesting that they are affected largely by the same genetic factors. The shared environmental correlation is .96 and the non-shared environmental correlation is .08. Conclusions In line with the Generalist Genes Hypothesis, the same set of generalist genes largely affects mathematical and reading disabilities. The dissociation between the disabilities occurs largely due to independent non-shared environmental influences. PMID:17714376

Working Memory in Children with Reading Disabilities and/or Mathematical Disabilities

ERIC Educational Resources Information Center

De Weerdt, Frauke; Desoete, Annemie; Roeyers, Herbert

2013-01-01

Elementary school children with reading disabilities (RD; "n" = 17), mathematical disabilities (MD; "n" = 22), or combined reading and mathematical disabilities (RD+MD; "n" = 28) were compared to average achieving (AA; "n" = 45) peers on working memory measures. On all working memory components, 2 (RD vs. no…

Reasoning for All: An Instructional Model

ERIC Educational Resources Information Center

Fuentes, Sarah Quebec; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline

2017-01-01

All students should have opportunities to develop their ability to reason mathematically. Gersten and Chard (1999) support this stance with respect to students with learning disabilities: "Even if students are not automatic with basic facts, they still should be engaged in activities that promote the development of number sense and…

Preparing for Algebra by Building Fraction Sense

ERIC Educational Resources Information Center

Rodrigues, Jessica; Dyson, Nancy I.; Hansen, Nicole; Jordan, Nancy C.

2016-01-01

Fractions are troublesome for many children, especially students with learning difficulties and disabilities in mathematics. To address this serious educational concern, this article recommends the use of number lines to build fraction sense. Math activities that center on the number line build fraction concepts as early as third grade. A number…

Math Anxiety and Math Ability in Early Primary School Years

ERIC Educational Resources Information Center

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Development of Product Relatedness and Distance Effects in Typical Achievers and in Children With Mathematics Learning Disabilities.

PubMed

Rotem, Avital; Henik, Avishai

2015-01-01

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a slow and inaccurate response to false results that were related to one of the operands via a shared multiplication row (e.g., 3 × 4 = 16). Distance was defined by a slow and inaccurate response to false results that were close in magnitude to the true result (e.g., 6 × 8 = 49). The presence of these effects indicates that participants are sensitive to numerical features of products. TA children demonstrated sensitivity to relatedness and distance from second grade onward. With age their sensitivity expanded from easy problems (e.g., 2 × 3) to difficult ones (e.g., 8 × 9). Children with MLD were sensitive to relatedness on easy problems. Their sensitivity to distance differed from the pattern seen in sixth grade and was partial in eighth grade. The presence of numerical sensitivity in children with MLD calls for instructional methods that would further develop their number sense. © Hammill Institute on Disabilities 2014.

Measuring adjustment in Japanese juvenile delinquents with learning disabilities using Japanese version of Kaufman Assessment Battery for Children II.

PubMed

Kumagami, Takashi; Kumagai, Keiko

2014-10-01

The aim of this study was to create a profile of the cognitive and academic abilities of juvenile delinquents (JD) in Japan using the newly validated Japanese version of the Kaufman Assessment Battery for Children, Second Edition (KABC-II-J). We administered the KABC-II-J to 22 JD (Mage  = 15.9 years, standard deviation [SD] = 1.4), 28 typically developing high school students (Mage  = 16.0 years, SD = 0.08), and (as controls) 12 special education students (Mage  = 16.9, SD = 0.83) with mild intellectual disabilities. We observed significant differences between JD and typically developing students on learning index of the Mental Process Index, and the vocabulary, reading, writing, and mathematics indices on the Achievement Index. JD had lower scores than did typically developing high school students. Fourteen JD had a 1 SD discrepancy (43%) in scores on these indices. These cases were suspected of having learning disabilities. The KABC-II-J is a suitable means of assessing academic and cognitive problems in JD; professionals working in the field of juvenile delinquency should recognize that offenders might have severe academic delays and learning disabilities. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

Generalist Genes: Genetic Links between Brain, Mind, and Education

ERIC Educational Resources Information Center

Plomin, Robert; Kovas, Yulia; Haworth, Claire M. A.

2007-01-01

Genetics contributes importantly to learning abilities and disabilities--not just to reading, the target of most genetic research, but also to mathematics and other academic areas as well. One of the most important recent findings from quantitative genetic research such as twin studies is that the same set of genes is largely responsible for…

The Effect of Visual-Chunking-Representation Accommodation on Geometry Testing for Students with Math Disabilities

ERIC Educational Resources Information Center

Zhang, Dake; Ding, Yi; Stegall, Joanna; Mo, Lei

2012-01-01

Students who struggle with learning mathematics often have difficulties with geometry problem solving, which requires strong visual imagery skills. These difficulties have been correlated with deficiencies in visual working memory. Cognitive psychology has shown that chunking of visual items accommodates students' working memory deficits. This…

Multimedia Open Educational Resources in Mathematics for High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Park, Sanghoon; McLeod, Kenneth

2018-01-01

Open Educational Resources (OER) can offer educators the necessary flexibility for tailoring educational resources to better fit their educational goals. Although the number of OER repositories is growing fast, few studies have been conducted to empirically test the effectiveness of OER integration in the classroom. Furthermore, very little is…

Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving.

PubMed

Iglesias-Sarmiento, Valentín; Deaño, Manuel; Alfonso, Sonia; Conde, Ángeles

2017-02-01

The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n=30), MLD (n=30) and typically achieving control (TA; n=30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. The ADHD group's performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. Children with ADHD and with MLD showed characteristic cognitive profiles. Groups' problem-solving performance can be predicted from their cognitive functioning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mathematics learning disability in girls with Turner syndrome or fragile X syndrome.

PubMed

Murphy, Melissa M; Mazzocco, Michèle M M; Gerner, Gwendolyn; Henry, Anne E

2006-07-01

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group, although the likelihood of MLD persisting through the primary school years was comparable for all three groups. In Study 2, formal and informal math skills were compared across the syndrome groups, a normative group, and children from the normative group who had MLD. Few differences were observed between the Turner syndrome and normative groups. Despite having rote counting and number representation skills comparable to those in the normative group, girls with fragile X had difficulty with counting rules (e.g., cardinality, number constancy). However, this difficulty did not distingush them from the MLD group. Overall, counting skills appear to distinguish the Turner syndrome and fragile X groups, suggesting that the specificity of math deficits emerges earlier for fragile X than Turner syndrome.

The Early Prevention of Mathematics Difficulty: Its Power and Limitations

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2012-01-01

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI. PMID:22491809

The early prevention of mathematics difficulty: its power and limitations.

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Compton, Donald L

2012-01-01

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.

Cognitive and mathematical profiles for different forms of learning difficulties.

PubMed

Cirino, Paul T; Fuchs, Lynn S; Elias, John T; Powell, Sarah R; Schumacher, Robin F

2015-01-01

The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive measures (e.g., working memory and language) and on mathematics measures of foundational numerical competencies, computation, and problem solving. Results revealed expected level differences among groups in both domains: NoLD outperformed RD, and MD outperformed MDRD. Profile differences were noted among pairs of subgroups on cognitive measures. On mathematics measures, profile differences were noted between RD and other subgroups, but not between MD and MDRD subgroups. The most discriminating cognitive measures were processing speed and language; the most discriminating mathematics measures depended on the subgroups being compared. Results were further evaluated according to more severe (< 10th percentile) criteria for MD and RD, which generally affected level differences more than the profile patterns. Results have implications for understanding comorbid MD and RD and for conceptualizing core deficits in MD. © Hammill Institute on Disabilities 2013.

Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities.

PubMed

Mazzocco, Michèle M M; Devlin, Kathleen T

2008-09-01

Many middle-school students struggle with decimals and fractions, even if they do not have a mathematical learning disability (MLD). In the present longitudinal study, we examined whether children with MLD have weaker rational number knowledge than children whose difficulty with rational numbers occurs in the absence of MLD. We found that children with MLD failed to accurately name decimals, to correctly rank order decimals and/or fractions, and to identify equivalent ratios (e.g. 0.5 = 1/2); they also 'identified' incorrect equivalents (e.g. 0.05 = 0.50). Children with low math achievement but no MLD accurately named decimals and identified equivalent pairs, but failed to correctly rank order decimals and fractions. Thus failure to accurately name decimals was an indicator of MLD; but accurate naming was no guarantee of rational number knowledge - most children who failed to correctly rank order fractions and decimals tests passed the naming task. Most children who failed the ranking tests at 6th grade also failed at 8th grade. Our findings suggest that a simple task involving naming and rank ordering fractions and decimals may be a useful addition to in-class assessments used to determine children's learning of rational numbers.

Constructing and Resisting Disability in Mathematics Classrooms: A Case Study Exploring the Impact of Different Pedagogies

ERIC Educational Resources Information Center

Lambert, Rachel

2015-01-01

This study demonstrates the importance of a critical lens on disability in mathematics educational research. This ethnographic and interview study investigated how ability and disability were constructed over 1 year in a middle school mathematics classroom. Children participated in two kinds of mathematical pedagogy that positioned children…

Strategies for Creating Work-Based Learning Experiences in Schools for Secondary Students with Disabilities

ERIC Educational Resources Information Center

Cease-Cook, Jennifer; Fowler, Catherine; Test, David W.

2015-01-01

Nationally, the recent focus has been on adopting state-developed standards in English language arts (ELA) and mathematics that build toward college and career readiness. Of the states that have elected to adopt the Common Core State Standards (CCSS; National Governors Association, Council of Chief State School Officers, 2012), states either (a)…

Improving Access to Elementary School Social Studies Instruction: Strategies to Support Students with Learning Disabilities

ERIC Educational Resources Information Center

Ciullo, Stephen

2015-01-01

Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which…

Review of Single Subject Research Examining the Effectiveness of Interventions for At-Risk English Learners

ERIC Educational Resources Information Center

Baker, Doris Luft; Richards-Tutor, Catherine; Sparks, Anthony; Canges, Rebecca

2018-01-01

We review published single subject design (SSD) studies that examine the effects of interventions for English learners at-risk or with learning disabilities. Results of our literature search yielded 10 studies, five in reading, one in reading and behavior, and four in mathematics that met our inclusion criteria. Seven studies targeted…

Schema-Based Instruction with Concrete and Virtual Manipulatives to Teach Problem Solving to Students with Autism

ERIC Educational Resources Information Center

Root, Jenny R.; Browder, Diane M.; Saunders, Alicia F.; Lo, Ya-yu

2017-01-01

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In…

Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics

ERIC Educational Resources Information Center

Gagnon, Joseph Calvin; Maccini, Paula

2007-01-01

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d)…

Numerical and Calculation Abilities in Children with ADHD

ERIC Educational Resources Information Center

Colomer, Carla; Re, Anna M.; Miranda, Ana; Lucangeli, Daniela

2013-01-01

The aim of this study was to investigate the specific numerical and calculation abilities of 28 children with ADHD without comorbid mathematical learning disabilities (LD), ranging from the 1st to the 5th grade of primary school, and to examine the stability or the development of the arithmetic profile. Our results showed that a high percentage of…

"No Child Left Untested [sic]" Battle or Battle Cry Guiding Research and Practice? Making Research User-Friendly.

ERIC Educational Resources Information Center

Hough, David L.

2003-01-01

Critiques five articles from an online research journal in middle-level education on mathematical problem solving, social inclusion of students with disabilities in physical education, school and dispositional aggression among middle school boys, problem-based learning, and students' views of futuristics. Asserts that embracing the view that all…

Mathematics Instruction in US Psychiatric Schools for Secondary Students with Emotional/Behavioural Disorders or Learning Disabilities

ERIC Educational Resources Information Center

Maccini, Paula; Gagnon, Joseph Calvin; Mulcahy, Candace; Wright, Kenneth

2013-01-01

Students served in alternative and segregated settings tend to receive educational services that are not on par with their public school peers. To develop a better understanding of the problem, the authors conducted a national study of secondary psychiatric schools in the United States. Specifically, the authors administered a survey to…

Pursuit of stem enrollment in high school and higher education for Latino and Caucasian students with disabilities

NASA Astrophysics Data System (ADS)

White, Laurel Ann

This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education (CTE) program and one comprehensive community college. The study uncovered the following findings: (a) Latino and Caucasian SWD STEM enrollment percentages were not significantly different in the high school CTE program, but were significantly different in the STEM program in the comprehensive community college; (b) more females enrolled in Science and males in Engineering than anticipated, (c) Mathematics had the smallest enrollment pattern by ethnicity and gender in both settings, and (d) more males than females enrolled in Technology courses in the comprehensive community college. This research suggests the use of universal design of learning, theory of mind, and the ecological learning theory to encourage STEM enrollment for students with disabilities. Keywords: Career and Technical Education (CTE), Caucasian, comprehensive community college, disability, enrollment, female, high school, Latino, male, STEM, student enrollment, and students with disabilities.

Manipulative Apps to Support Students with Disabilities in Mathematics

ERIC Educational Resources Information Center

Bouck, Emily C.; Working, Christopher; Bone, Erin

2018-01-01

Understanding mathematical concepts is important for all students, although often challenging for many students with disabilities. Historically, educators have used concrete manipulatives to support and build conceptual understanding. Mobile devices provide a valuable option to support students with disabilities in mathematics through app-based…

[Differential diagnosis of primary and secondary mathematical learning disability – indications from the dyscalculia test Basis-Math 4–8].

PubMed

Krinzinger, Helga

2016-09-01

Studies in children with AD(H)D without mathematical learning disability (MLD) as well as studies on the effects of methylphenidate on arithmetic have shown that most deficits in mathematics and most error types commonly described as specific to developmental dyscalculia (e. g., finger-counting, fact-retrieval deficit, complex counting, difficulties with carry/borrow procedures, self-corrections) cannot be classified as such and should thus not be used for the differential diagnosis of primary dyscalculia and secondary MLD. This article proposes using the overall score in the dyscalculia test Basis-Math 4-8 (Moser Opitz et al., 2010) as well as implausible subtraction errors as a marker for dyscalculia and the number of self-corrections made during the test as a cognitive marker for attention deficits. Hierarchical cluster analyses were calculated in a sample of 51 clinically referred children with normal IQ and suspicion of MLD, using IQ, years of schooling, overall score of the Basis-Math 4–8 and number of self-corrections in this test as variables. The results revealed a subgroup with primary dyscalculia as well as three subgroups with secondary MLD (two with attention deficit hyperactivity disorder, one with depression and one small subgroup with high IQ). In conclusion, the Basis-Math 4–8 (Moser Opitz et al., 2010) can offer substantial information for the differential diagnosis of dyscalculia and secondary deficits in mathematics due to attention problems and enable optimization of treatment decisions for the different groups.

Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

ERIC Educational Resources Information Center

Tan, Paulo; Kastberg, Signe

2017-01-01

In this commentary, the authors find that despite discussions of "mathematics for all," opportunities that support the development of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities. Indeed, mathematics for all is…

Strategies Students with and without Mathematics Disabilities Use When Estimating Fractions on Number Lines

ERIC Educational Resources Information Center

Zhang, Dake; Stecker, Pamela; Beqiri, Klesti

2017-01-01

We examined faulty strategies with possible underlying misconceptions, as well as execution mistakes, among middle schoolers with and without mathematics disabilities when estimating fractions on number lines. Fifty-one middle schoolers participated in this study, including 27 students with mathematics disabilities. Participants were asked to…

Who is At Risk for Persistent Mathematics Difficulties in the U.S?

PubMed Central

Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve

2015-01-01

We analyzed two nationally representative, longitudinal datasets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households were at elevated risk of PMD at 48 and 60 months of age, as were children with cognitive delays, identified developmental delays or disabilities, or those with vocabulary difficulties. In contrast, children attending preschool either in Head Start or non-Head Start classrooms are at initially lower risk of PMD. Kindergarten-aged children experiencing either low socioeconomic status or mathematics difficulties are at greatest risk for PMD across 3rd, 5th, and 8th grade. Also at risk for PMD between 3rd–8th grade are children displaying reading difficulties or inattention and other learning-related behaviors problems, children with identified disabilities, and those who are retained. Educationally relevant and potentially malleable factors for decreasing young children’s risk for PMD may include increasing children’s access to preschool, decreasing their risk of experiencing vocabulary or reading difficulties, and avoiding use of grade retention. PMID:25331758

Mathematical problems in children with developmental coordination disorder.

PubMed

Pieters, Stefanie; Desoete, Annemie; Van Waelvelde, Hilde; Vanderswalmen, Ruth; Roeyers, Herbert

2012-01-01

Developmental coordination disorder (DCD) is a heterogeneous disorder, which is often co-morbid with learning disabilities. However, mathematical problems have rarely been studied in DCD. The aim of this study was to investigate the mathematical problems in children with various degrees of motor problems. Specifically, this study explored if the development of mathematical skills in children with DCD is delayed or deficient. Children with DCD performed significantly worse for number fact retrieval and procedural calculation in comparison with age-matched control children. Moreover, children with mild DCD differed significantly from children with severe DCD on both number fact retrieval and procedural calculation. In addition, we found a developmental delay of 1 year for number fact retrieval in children with mild DCD and a developmental delay of 2 years in children with severe DCD. No evidence for a mathematical deficit was found. Diagnostic implications are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement?

ERIC Educational Resources Information Center

Desoete, Annemie; Stock, Pieter; Schepens, Annemie; Baeyens, Dieter; Roeyers, Herbert

2009-01-01

Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines (n = 158) two-year-long predictive relationships between children's seriation, classification, procedural…

Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

ERIC Educational Resources Information Center

Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

2016-01-01

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

Performance of Fourth-Grade Students with Learning Disabilities on Multiplication Facts Comparing Teacher-Mediated and Technology-Mediated Interventions: A Preliminary Investigation

ERIC Educational Resources Information Center

Bryant, Brian R.; Ok, Minwook; Kang, Eun Young; Kim, Min Kyung; Lang, Russell; Bryant, Diane Pedrotty; Pfannestiel, Kathleen

2015-01-01

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to…

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

PubMed

Oswald, Tasha M; Beck, Jonathan S; Iosif, Ana-Maria; McCauley, James B; Gilhooly, Leslie J; Matter, John C; Solomon, Marjorie

2016-04-01

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. 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. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Prentice, Karin

2004-01-01

This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.

Academic Supports, Cognitive Disability and Mathematics Acheivement for Visually Imparied Youth: A Multilevel Modeling Approach

ERIC Educational Resources Information Center

Giesen, J. Martin; Cavenaugh, Brenda S.; McDonnall, Michele Capella

2012-01-01

Elementary and middle school students who are blind or visually impaired (VI) lag up to three years behind non-disabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education…

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematical outcomes and working memory in children with TBI and orthopedic injury.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Prasad, Mary; Johnson, Chad P; Ewing-Cobbs, Linda

2013-03-01

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n550) or orthopedic injury (OI; n547) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI.

Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams, Jeffrey M.; Taylor, Heather; Landry, Susan

2014-01-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and which are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n = 30) and typically developing children (n = 35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations; phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency; and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury

PubMed Central

Raghubar, Kimberly P.; Barnes, Marcia A.; Prasad, Mary; Johnson, Chad P.; Ewing-Cobbs, Linda

2013-01-01

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n =50) or orthopedic injury (OI; n=47) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI. PMID:23164058

A Five-Year Follow-Up on the Role of Educational Support in Preventing Dropout From Upper Secondary Education in Finland.

PubMed

Hakkarainen, Airi M; Holopainen, Leena K; Savolainen, Hannu K

2015-01-01

In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after compulsory education. In addition, we studied the role of school achievement in Grades 9 and 11 in this prediction. The participants of this study were members of one age group of 16-year-old ninth graders (N = 595, females 302, males 293) in a midsized Finnish city, who were followed for 5 years after completing compulsory education. The path model results, where the effects of gender, educational track, and SES were controlled, showed, first, that students with academic learning difficulties received educational support for learning particularly in the 11th grade. Second, academic learning difficulties directly affected school achievement in the 9th grade, but no longer in the 11th grade. Third, mathematical difficulties directly predicted dropout from upper secondary education, and difficulties in both word reading and mathematics had an indirect effect through school achievement in Grades 9 and 11 on dropout. © Hammill Institute on Disabilities 2013.

Kindergarten Predictors of Math Learning Disability

PubMed Central

Mazzocco, Michèle M. M.; Thompson, Richard E.

2009-01-01

The aim of the present study was to address how to effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can effectively predict which children will have MLD in third grade, whether an abbreviated test battery could be as effective as a standard psychoeducational assessment at predicting MLD, and whether the abbreviated battery corresponded to the literature on MLD characteristics. Participants were 226 children who enrolled in a 4-year prospective longitudinal study during kindergarten. We administered measures of mathematics achievement, formal and informal mathematics ability, visual-spatial reasoning, and rapid automatized naming and examined which test scores and test items from kindergarten best predicted MLD at grades 2 and 3. Statistical models using standardized scores from the entire test battery correctly classified ~80–83 percent of the participants as having, or not having, MLD. Regression models using scores from only individual test items were less predictive than models containing the standard scores, except for models using a specific subset of test items that dealt with reading numerals, number constancy, magnitude judgments of one-digit numbers, or mental addition of one-digit numbers. These models were as accurate in predicting MLD as was the model including the entire set of standard scores from the battery of tests examined. Our findings indicate that it is possible to effectively predict which kindergartners are at risk for MLD, and thus the findings have implications for early screening of MLD. PMID:20084182

Exploring the Effects of Conversational Repair as a Scaffolding Strategy to Promote Mathematics Explanations of Students with Learning Disabilities

ERIC Educational Resources Information Center

Liu, Jia

2013-01-01

Conversational repair often occurs in conversations when people attempt to address communicative breakdowns or inaccuracy by way of repeating what have been said or putting them in another way. The review of literature on conversational repair revealed that as an important concept in pragmatic aspect of language, it is an effective strategy to…

Metacognitive Strategy Use of Eighth-Grade Students with and without Learning Disabilities during Mathematical Problem Solving: A Think-Aloud Analysis

ERIC Educational Resources Information Center

Rosenzweig, Carly; Krawec, Jennifer; Montague, Marjorie

2011-01-01

The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were…

Self-Discrepancies as Predictors of Self-Concept in Mathematics and Related Emotional Consequences among LD and Regular Education High School Students

ERIC Educational Resources Information Center

Mandel, Shawn

2011-01-01

Guided by the Self Discrepancy Theory (Higgins, 1987), the present study examines the nature of self-discrepancies, related emotional consequences, and math self-concept among high school students with and without learning disabilities. A total of 104 students in New York area participated in the present study. Math-Self Discrepancy Measure, Math…

Mathematics Learning Disabilities in Girls with Fragile X or Turner Syndrome during Late Elementary School

ERIC Educational Resources Information Center

Murphy, Melissa M.; Mazzocco, Michele M. M.

2008-01-01

The present study focuses on math and related skills among 32 girls with fragile X (n = 14) or Turner (n = 18) syndrome during late elementary school. Performance in each syndrome group was assessed relative to Full Scale IQ-matched comparison groups of girls from the general population (n = 32 and n = 89 for fragile X syndrome and Turner…

Laboratory Barriers in Science, Engineering, and Mathematics for Students with Disabilities.

ERIC Educational Resources Information Center

Heidari, Farzin

This report addresses the barriers college students with disabilities face in the laboratory setting. In engineering, mathematics, and science education most courses require laboratory work which may pose challenges to those with disabilities. Instructors should be aware of the individual needs of students with disabilities and make necessary…

Dynamic Assessment of Algebraic Learning in Predicting Third Graders’ Development of Mathematical Problem Solving

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.

2008-01-01

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. PMID:19884957

Technology to Advance High School and Undergraduate Students with Disabilities in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Leddy, Mark H.

2010-01-01

Americans with disabilities are underemployed in science, technology, engineering and mathematics (STEM) at higher rates than their nondisabled peers. This article provides an overview of the National science Foundation's Research in Disabilities Education (RDE) program, of technology use by students with disabilities (SWD) in STEM, and of…

The etiology of mathematical and reading (dis)ability covariation in a sample of Dutch twins.

PubMed

Markowitz, Ezra M; Willemsen, Gonneke; Trumbetta, Susan L; van Beijsterveldt, Toos C E M; Boomsma, Dorret I

2005-12-01

The genetic etiology of mathematical and reading (dis)ability has been studied in a number of distinct samples, but the true nature of the relationship between the two remains unclear. Data from the Netherlands Twin Register was used to determine the etiology of the relationship between mathematical and reading (dis)ability in adolescent twins. Ratings of mathematical and reading problems were obtained from parents of over 1500 twin pairs. Results of bivariate structural equation modeling showed a genetic correlation around .60, which explained over 90% of the phenotypic correlation between mathematical and reading ability. The genetic model was the same for males and females.

Math Achievement, Numerical Processing, and Executive Functions in Girls with Turner Syndrome: Do Girls with Turner Syndrome Have Math Learning Disability?

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.; Hanich, Laurie B.

2010-01-01

Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math…

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities.

PubMed

Krawec, Jennifer; Huang, Jia

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.

Are WISC IQ scores in children with mathematical learning disabilities underestimated? The influence of a specialized intervention on test performance.

PubMed

Lambert, Katharina; Spinath, Birgit

2018-01-01

Intelligence measures play a pivotal role in the diagnosis of mathematical learning disabilities (MLD). Probably as a result of math-related material in IQ tests, children with MLD often display reduced IQ scores. However, it remains unclear whether the effects of math remediation extend to IQ scores. The present study investigated the impact of a special remediation program compared to a control group receiving private tutoring (PT) on the WISC IQ scores of children with MLD. We included N=45 MLD children (7-12 years) in a study with a pre- and post-test control group design. Children received remediation for two years on average. The analyses revealed significantly greater improvements in the experimental group on the Full-Scale IQ, and the Verbal Comprehension, Perceptual Reasoning, and Working Memory indices, but not Processing Speed, compared to the PT group. Children in the experimental group showed an average WISC IQ gain of more than ten points. Results indicate that the WISC IQ scores of MLD children might be underestimated and that an effective math intervention can improve WISC IQ test performance. Taking limitations into account, we discuss the use of IQ measures more generally for defining MLD in research and practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test.

PubMed

Smith, T D; Smith, B L

1998-12-01

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading, spelling, and arithmetic.

Socioemotional self-perceptions, family climate, and hopeful thinking among students with learning disabilities and typically achieving students from the same classes.

PubMed

Idan, Orly; Margalit, Malka

2014-01-01

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students' achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.

Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving

ERIC Educational Resources Information Center

Spooner, Fred; Saunders, Alicia; Root, Jenny; Brosh, Chelsi

2017-01-01

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a…

Generalist genes analysis of DNA markers associated with mathematical ability and disability reveals shared influence across ages and abilities

PubMed Central

2010-01-01

Background The Generalist Genes Hypothesis is based upon quantitative genetic findings which indicate that many of the same genes influence diverse cognitive abilities and disabilities across age. In a recent genome-wide association study of mathematical ability in 10-year-old children, 43 SNP associations were nominated from scans of pooled DNA, 10 of which were validated in an individually genotyped sample. The 4927 children in this genotyped sample have also been studied at 7, 9 and 12 years of age on measures of mathematical ability, as well as on other cognitive and learning abilities. Results Using these data we have explored the Generalist Genes Hypothesis by assessing the association of the available measures of ability at age 10 and other ages with two composite 'SNP-set' scores, formed from the full set of 43 nominated SNPs and the sub-set of 10 SNPs that were previously found to be associated with mathematical ability at age 10. Both SNP sets yielded significant associations with mathematical ability at ages 7, 9 and 12, as well as with reading and general cognitive ability at age 10. Conclusions Although effect sizes are small, our results correspond with those of quantitative genetic research in supporting the Generalist Genes Hypothesis. SNP sets identified on the basis of their associations with mathematical ability at age 10 show associations with mathematical ability at earlier and later ages and show associations of similar magnitude with reading and general cognitive ability. With small effect sizes expected in such complex traits, future studies may be able to capitalise on power by searching for 'generalist genes' using longitudinal and multivariate approaches. PMID:20602751

Mathematical models in simulation process in rehabilitation of persons with disabilities

NASA Astrophysics Data System (ADS)

Gorie, Nina; Dolga, Valer; Mondoc, Alina

2012-11-01

The problems of people with disability are varied. A disability may be physical, cognitive, mental, sensory, emotional, developmental or some combination of these. The major disabilities which can appear in people's lives are: the blindness, the deafness, the limb-girdle muscular dystrophy, the orthopedic impairment, the visual impairment. A disability is an umbrella term, covering impairments, activity limitations and participation restrictions. A disability may occur during a person's lifetime or may be present from birth. The authors conclude that some of these disabilities like physical, cognitive, mental, sensory, emotional, developmental can be rehabilitated. Starting from this state of affairs the authors present briefly the possibility of using certain mechatronic systems for rehabilitation of persons with different disabilities. The authors focus their presentation on alternative calling the Stewart platform in order to achieve the proposed goal. The authors present a mathematical model of systems theory approach under the parallel system and described its contents can. The authors analyze in a meaningful mathematical model describing the procedure of rehabilitation process. From the affected function biomechanics and taking into account medical recommendations the authors illustrate the mathematical models of rehabilitation work. The authors assemble a whole mathematical model of parallel structure and the rehabilitation process and making simulation and highlighting the results estimated. The authors present in the end work the results envisaged in the end analysis work, conclusions and steps for future work program..

Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.

PubMed

Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan

2014-03-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.

Principles underlying the design of "The Number Race", an adaptive computer game for remediation of dyscalculia.

PubMed

Wilson, Anna J; Dehaene, Stanislas; Pinel, Philippe; Revkin, Susannah K; Cohen, Laurent; Cohen, David

2006-05-30

Adaptive game software has been successful in remediation of dyslexia. Here we describe the cognitive and algorithmic principles underlying the development of similar software for dyscalculia. Our software is based on current understanding of the cerebral representation of number and the hypotheses that dyscalculia is due to a "core deficit" in number sense or in the link between number sense and symbolic number representations. "The Number Race" software trains children on an entertaining numerical comparison task, by presenting problems adapted to the performance level of the individual child. We report full mathematical specifications of the algorithm used, which relies on an internal model of the child's knowledge in a multidimensional "learning space" consisting of three difficulty dimensions: numerical distance, response deadline, and conceptual complexity (from non-symbolic numerosity processing to increasingly complex symbolic operations). The performance of the software was evaluated both by mathematical simulations and by five weeks of use by nine children with mathematical learning difficulties. The results indicate that the software adapts well to varying levels of initial knowledge and learning speeds. Feedback from children, parents and teachers was positive. A companion article describes the evolution of number sense and arithmetic scores before and after training. The software, open-source and freely available online, is designed for learning disabled children aged 5-8, and may also be useful for general instruction of normal preschool children. The learning algorithm reported is highly general, and may be applied in other domains.

The Physics Learning Program at UW-Madison: Strategies for Creating an Inclusive Learning Environment

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Jacob, A. T.; Reading, J. A.

2005-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for introductory physics students potentially at-risk for having academic trouble or for feeling isolated at the University. Physics is a gateway course for many undergraduate science majors such as biology, physics, geophysics, atmospheric science, and astronomy, and for pre-health professions. Many students struggle with their physics courses due to factors including large class sizes, isolation and lack of study partners, and/or lack of confidence in mathematical problem solving skills. Our students include those with learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students who may be feeling isolated, such as students from historically underrepresented racial and ethnic groups, first generation college students, returning adults, international students, and students from small rural schools. Many of our students are also part of retention programs such as the TRIO program, the Academic Advancement Program, the McNair Scholars Program, and the McBurney Disability Resource Center. The Physics Learning Program's Peer Mentor Tutor program is run in conjunction with similar programs for chemistry and biochemistry at the University of Wisconsin. We will discuss strategies we use for creating an inclusive learning environment that engages students in their learning. Such strategies include small group instruction, ongoing training of the tutors, teaching problem solving skills, and creating a welcoming atmosphere.

Investigation of a Multi-Component Intervention Addressing Mathematical Reasoning and Self-Regulation of Behavior for Students with Emotional/Behavioral Disabilities

ERIC Educational Resources Information Center

Fisher, Marie B.

2013-01-01

For students with Emotional/Behavioral Disabilities (EBD), negative student outcomes are the poorest across disability categories, including high rates of school dropouts, unemployment and incarcerations. Mathematically, students with EBD receiving instruction in special education settings experience practices not consistent with recommendations…

AccessSTEM: Building Capacity to Include Students with Disabilities in Science, Technology, Engineering, and Mathematics Fields

ERIC Educational Resources Information Center

DO-IT, 2007

2007-01-01

A series of activities were undertaken to understand the underrepresentation and increase the participation of people with disabilities in science, technology, engineering, and mathematics (STEM) careers. These activities were funded by the Research in Disabilities Education (RDE) program of the National Science Foundation (NSF). They were…

Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

ERIC Educational Resources Information Center

White, Jeffry L.; Massiha, G. H.

2015-01-01

As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated…

Once, Sometimes, or Always in Special Education: Mathematics Growth and Achievement Gaps

ERIC Educational Resources Information Center

Schulte, Ann C.; Stevens, Joseph J.

2015-01-01

This study used a statewide longitudinal sample to examine mathematics achievement gaps and growth in students with and without disabilities and to examine the impact of different methods of determining disability group membership on achievement gaps and growth. When disability status was determined on the basis of special education placement each…

Assisting Students with High-Incidence Disabilities to Pursue Careers in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Dunn, Cari; Rabren, Karen S.; Taylor, Stephanie L.; Dotson, Courtney K.

2012-01-01

Persons with disabilities have been underrepresented in the science, technology, engineering, and mathematics (STEM) fields for many years. Reasons for this include low expectations for students with disabilities, limited exposure to prerequisite courses, lack of role models, and lack of access to individualized supports. This article identifies…

Remedial Math Instruction Intervention: Efficacy of Constructivist Practices on Alternative Students with Disabilities Mathematics Achievement

ERIC Educational Resources Information Center

Mbwiri, Francis I.

2017-01-01

Many students with disabilities attending alternative high schools are not improving their mathematics ability scores. Failure to improve their mathematics ability scores has hampered their potential academic success and career prospects, resulting in many students dropping out of schools without graduating. The purpose of this quantitative study…

Mild Disability Students and Everyday Mathematics: Serving the Needs of This Population

ERIC Educational Resources Information Center

Brehe Pixler, Priscilla

2009-01-01

No Child Left Behind requires school districts to demonstrate adequate yearly progress in mathematics for all students, including the sub-population of disabled students. Given that more than 200 Ohio school districts have implemented Everyday Mathematics (EM) to achieve this mandate, districts need to know if this standards-based program meets…

Increasing Mathematical Computation Skills for Students with Physical and Health Disabilities

ERIC Educational Resources Information Center

Webb, Paula

2017-01-01

Students with physical and health disabilities struggle with basic mathematical concepts. The purpose of this research study was to increase the students' mathematical computation skills through implementing new strategies and/or methods. The strategies implemented with the students was utilizing the ten-frame tiles and technology with the purpose…

Enhancing Core Mathematics Instruction for Students at Risk for Mathematics Disabilities

ERIC Educational Resources Information Center

Doabler, Christian T.; Cary, Mari Strand; Jungjohann, Kathleen; Clarke, Ben; Fien, Hank; Baker, Scott; Smolkowski, Keith; Chard, David

2012-01-01

This paper presents eight practical guidelines that teachers can use to make core instruction more systematic and explicit for students with or at-risk for mathematics disabilities. In the paper, we use the notion of explicit and systematic instruction as a foundation for intensifying core math instruction. Explicit and systematic core instruction…

Making Mathematics Placement Decisions for High School Students with High Incidence Disabilities: A Collective Case Study

ERIC Educational Resources Information Center

Murzyn, Amy; Hughes, Trudie

2015-01-01

This multiple case study described the experiences of case managers making mathematics placement decisions for high school students with high incidence disabilities. Participants included three parents, three students, three case managers, three mathematics teachers, and three administrators from different high schools across rural, suburban and…

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

PubMed Central

Myers, Timothy; Carey, Emma; Szűcs, Dénes

2017-01-01

Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability. PMID:29118725

Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD.

PubMed

Murphy, Melissa M; Mazzocco, Michèle M M; Hanich, Laurie B; Early, Martha C

2007-01-01

Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their profile of math and related skills, including reading, visual-spatial, and working memory skills. The present study assesses the characteristics of children with MLD based on varying MLD definitions of math performance either below the 10th percentile (n = 22) or between the 11th and 25th percentile (n = 42) on the Test of Early Math Ability, second edition (TEMA-2). Initial starting levels and growth rates for math and related skills were examined in these two MLD groups relative to a comparison group (n = 146) whose TEMA-2 performance exceeded the 25th percentile. Between kindergarten and third grade, differences emerged in the starting level and growth rate, suggesting qualitative differences among the three groups. Despite some similarities, qualitative group differences were also observed in the profiles of math-related skills across groups. These results highlight differences in student characteristics based on the definition of MLD and illustrate the value of examining skill areas associated with math performance in addition to math performance itself.

The Case for Adopting Virtual Manipulatives in Mathematics Education for Students with Disabilities

ERIC Educational Resources Information Center

Satsangi, Rajiv; Miller, Bridget

2017-01-01

The past four decades have generated significant research toward improving the academic outcomes of students with disabilities, especially in the field of mathematics. In this effort, the role of technology in the classroom, both high- and low-tech, has garnered significant attention. For students with disabilities, the use of manipulatives is a…

The Impact of Higher Expectations in Math on the Perception of Achievement of High School Students with Disabilities

ERIC Educational Resources Information Center

Przybylinski, Vincent S., Jr.

2016-01-01

There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009).…

Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?

ERIC Educational Resources Information Center

Hudson, Melissa E.; Rivera, Christopher J.; Grady, Maureen M.

2018-01-01

In 2008, Browder and colleagues published a meta-analysis on mathematics instruction for learners with significant cognitive disabilities and found that most skills taught to these students were only from two of the five strands recommended by the National Council for Teachers of Mathematics (i.e., Number and Operations, and Measurement). A review…

Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems

ERIC Educational Resources Information Center

Saunders, Alicia F.; Spooner, Fred; Ley Davis, Luann

2018-01-01

Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve…

Principles underlying the design of "The Number Race", an adaptive computer game for remediation of dyscalculia

PubMed Central

Wilson, Anna J; Dehaene, Stanislas; Pinel, Philippe; Revkin, Susannah K; Cohen, Laurent; Cohen, David

2006-01-01

Background Adaptive game software has been successful in remediation of dyslexia. Here we describe the cognitive and algorithmic principles underlying the development of similar software for dyscalculia. Our software is based on current understanding of the cerebral representation of number and the hypotheses that dyscalculia is due to a "core deficit" in number sense or in the link between number sense and symbolic number representations. Methods "The Number Race" software trains children on an entertaining numerical comparison task, by presenting problems adapted to the performance level of the individual child. We report full mathematical specifications of the algorithm used, which relies on an internal model of the child's knowledge in a multidimensional "learning space" consisting of three difficulty dimensions: numerical distance, response deadline, and conceptual complexity (from non-symbolic numerosity processing to increasingly complex symbolic operations). Results The performance of the software was evaluated both by mathematical simulations and by five weeks of use by nine children with mathematical learning difficulties. The results indicate that the software adapts well to varying levels of initial knowledge and learning speeds. Feedback from children, parents and teachers was positive. A companion article [1] describes the evolution of number sense and arithmetic scores before and after training. Conclusion The software, open-source and freely available online, is designed for learning disabled children aged 5–8, and may also be useful for general instruction of normal preschool children. The learning algorithm reported is highly general, and may be applied in other domains. PMID:16734905

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-06-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Mathematics intervention for children with fetal alcohol spectrum disorder: A replication and extension of the math interactive learning experience (MILE) program.

PubMed

Kully-Martens, Katrina; Pei, Jacqueline; Kable, Julie; Coles, Claire D; Andrew, Gail; Rasmussen, Carmen

2018-07-01

Individuals with fetal alcohol spectrum disorders (FASD) experience deficits in behavior, cognition, and academic functioning resulting from prenatal alcohol exposure (PAE). Although receiving intervention for developmental disabilities is a strong protective factor against negative outcomes in FASD, intervention research in this population is in its infancy. The purpose of this study was to replicate and extend a mathematics intervention, the Math Interactive Learning Experience (MILE) program, which was developed in the USA specifically for children with FASD. Twenty-eight Canadian children aged 4-10 years with confirmed PAE or an FASD diagnosis were assigned to either the MILE intervention or a contrast intervention. Following a relatively brief, individualized, one-on-one intervention, children in the MILE group demonstrated significantly greater changes in math achievement compared to the contrast group. Significant changes in other cognitive functions were not observed. Older age, lower IQ, and confirmed PAE but no FASD diagnosis were associated with greater math achievement change in the MILE group. The replication and extension of the math intervention appears to have significant, positive impact on mathematics achievement scores of children with PAE and FASD. Copyright © 2018 Elsevier Ltd. All rights reserved.

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

PubMed

Kelly, B; Gersten, R; Carnine, D

1990-01-01

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

Solving the Common Core Equation: Teaching Mathematics CCSS to Students with Moderate and Severe Disabilities

ERIC Educational Resources Information Center

Saunders, Alicia F.; Bethune, Keri S.; Spooner, Fred; Browder, Diane

2013-01-01

The Common Core State Standards (CCSS) in mathematics were created to help all students become prepared for the demands of future careers and life in an age of technology. Similarly, students with moderate and severe disability will need these skills to meet these changing expectations. Although mathematics instruction could focus on a few of the…

Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children with Intellectual Disability and Language Difficulties

ERIC Educational Resources Information Center

Rhodes, Katherine T.; Branum-Martin, Lee; Morris, Robin D.; Romski, MaryAnn; Sevcik, Rose A.

2015-01-01

Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a…

A Case Study Using CRA to Teach Students with Disabilities to Count Using Flexible Numbers: Applying Skip Counting to Multiplication

ERIC Educational Resources Information Center

Gibbs, Anna S.; Hinton, Vanessa M.; Flores, Margaret M.

2018-01-01

Children who struggle in mathematics have a limited understanding of the foundational processes of mathematics. A lack of conceptual understanding causes students to fall behind as they progress through the core curriculum. Children at high risk for developing mathematics disabilities fail to gain numeracy knowledge. The purpose of this case study…

General Information Packet on Learning Disabilities.

ERIC Educational Resources Information Center

National Center for Learning Disabilities, Inc., New York, NY.

This information packet provides an overview of learning disabilities. Information includes the following: (1) the definition of learning disability; (2) incidence of learning disabilities; (3) criteria used to decide whether a person has a learning disability; (4) common causes of learning disabilities; (5) the importance of early identification;…

Faculty Provisions of Accommodations for Students with Disabilities in Higher Education: An Analysis of Community College Faculty in the Traditional, Hybrid, and Online Mathematics Course Teaching Environments

ERIC Educational Resources Information Center

Mongiovi, Kelly Anne

2012-01-01

The purpose of this exploratory descriptive study was to examine the mathematics faculty provisions of accommodations for students with disabilities within a Florida Community College. Both developmental and college level mathematics courses were included in this study. This study examined courses taught in the traditional, hybrid, and online…

Find Your Future: A Career-Planning Guide in Science, Mathematics, and Engineering for Precollege Students with Disabilities and the Adults Who Work with Them. Second Edition.

ERIC Educational Resources Information Center

DuBois, Phyllis; Weisgerber, Robert

This career planning guide is intended for precollege students with disabilities who desire careers in science, mathematics, or engineering. The booklet reflects the experiences and advice of 286 individuals with disabilities who are in these careers or preparing for them. The first section summarizes the advantages of a career in these fields,…

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

Understanding Learning Disabilities and Substance Abuse.

ERIC Educational Resources Information Center

Star, Nonnie; Shadoff, Sander

This guide is designed to assist people with learning disabilities to recognize their disabilities and the connection between learning disabilities and substance abuse. It begins by defining learning disabilities and providing a self-test checklist for common signs and symptoms of learning disabilities. Difficulties with organization, memory,…

Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities.

PubMed

Dessemontet, R Sermier; Bless, G; Morin, D

2012-06-01

While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behaviour has been compared over two school years. Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour. Inclusive education is an appropriate educational option for primary pupils with ID who require extensive support in school. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

The inhibition capacities of children with mathematical disabilities.

PubMed

Censabella, Sandrine; Noël, Marie-Pascale

2008-01-01

Several authors have argued that mathematical disabilities might result from difficulties in inhibiting irrelevant information. The present study addresses this issue by assessing three inhibition functions in 40 ten-year-old children: suppression of irrelevant information from working memory, inhibition of prepotent responses, and interference control. We found no significant differences between children with math disabilities and typically achieving controls, or between children with arithmetic facts disabilities and children with above-average arithmetic facts skills. These findings, along with other empirical evidence and with theoretical considerations, cast doubt on the inhibition deficit hypothesis.

Educational late effects in long-term survivors of childhood acute lymphocytic leukemia.

PubMed

Peckham, V C; Meadows, A T; Bartel, N; Marrero, O

1988-01-01

Records of levels of school achievement in long-term survivors of childhood acute lymphocytic leukemia were obtained for 23 children who had received 2,400-rad cranial irradiation and intrathecal methotrexate and standard chemotherapeutic agents 8 to 10 years previously. The children had been evaluated with standardized tests of intelligence at the time of diagnosis and periodically thereafter. Declines in IQ and cognitive dysfunctions have been previously described. School placements, educational histories, attendance records, learning strengths and weaknesses, social/emotional adjustments, and grade level achievements in reading and mathematics as measured by standardized achievement tests are reported here. Children achieved less than the expected levels in both reading and mathematics given both pretreatment and most recent IQ scores. Neither sex nor initial IQ were related to achievement scores. Children experienced difficulty with attention/concentration, memory, sequencing, and comprehension when performing school tasks. Individual children showed different degrees of dysfunction, but results of this study suggest that there are patterns of specific learning disabilities rather than global retardation. A small number of children achieved greater than expected levels, indicating that individualized instruction, tutoring, and parental support may reduce some learning deficits. Early educational intervention is recommended for similarly treated patients.

Hoarding behaviors in children with learning disabilities.

PubMed

Testa, Renée; Pantelis, Christos; Fontenelle, Leonardo F

2011-05-01

Our objective was to describe the prevalence, comorbidity, and neuropsychological profiles of children with hoarding and learning disabilities. From 61 children with learning disabilities, 16.4% exhibited hoarding as a major clinical issue. Although children with learning disabilities and hoarding displayed greater rates of obsessive-compulsive disorder (30%) as compared to those with learning disabilities without hoarding (5.9%), the majority of patients belonging to the former group did not display obsessive-compulsive disorder diagnosis. When learning disability patients with hoarding were compared to age-, sex-, and IQ-matched learning disability subjects without hoarding, hoarders exhibited a slower learning curve on word list-learning task. In conclusion, salient hoarding behaviors were found to be relatively common in a sample of children with learning disabilities and not necessarily associated with obsessive-compulsive disorder, supporting its nosological independence. It is unclear whether underlying cognitive features may play a major role in the development of hoarding behaviors in children with learning disabilities.

The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne.

PubMed

Görker, Işık; Bozatli, Leyla; Korkmazlar, Ümran; Yücel Karadağ, Meltem; Ceylan, Cansın; Söğüt, Ceren; Aykutlu, Hasan Cem; Subay, Büşra; Turan, Nesrin

2017-12-01

The aim of this study was to research the probable prevalence of Specific Learning Disorder (SLD) in primary school children in Edirne City and the relationships with their sociodemographic characteristics. The sample of our study was composed of 2,174 children who were educated in primary schools in second, third, and fourth grades in the academic year 2013-2014 in Edirne City. The teachers and parents of these children were given Specific Learning Difficulties Symptom Scale, Learning Disabilities Symptoms Checklist (teacher and parent forms), and sociodemographic data forms to fill in. Binary logistic regression analysis was used to assess the risk factors for SLD. Our study revealed that the probable prevalence of SLD was 13.6%; 17% for boys and 10.4% for girls. Reading impairment was 3.6%, writing impairment was 6.9%, and mathematic impairment was 6.5%. We determined that consanguineous marriages, low income, history of neonatal jaundice were found as risks for SLD; born by caesarean, developmental delay of walking, and history of neonatal jaundice were found as risks for mathematic impairment. A history of learning difficulties of parents was a risk factor for forming SLD and subtypes. Our findings were consistent with other study results about the prevalence of SLD. The relationships between the probable prevalence rates and sociodemographic data were discussed.

The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne

PubMed Central

GÖRKER, Işık; BOZATLI, Leyla; KORKMAZLAR, Ümran; YÜCEL KARADAĞ, Meltem; CEYLAN, Cansın; SÖĞÜT, Ceren; AYKUTLU, Hasan Cem; SUBAY, Büşra; TURAN, Nesrin

2017-01-01

Introduction The aim of this study was to research the probable prevalence of Specific Learning Disorder (SLD) in primary school children in Edirne City and the relationships with their sociodemographic characteristics. Methods The sample of our study was composed of 2,174 children who were educated in primary schools in second, third, and fourth grades in the academic year 2013–2014 in Edirne City. The teachers and parents of these children were given Specific Learning Difficulties Symptom Scale, Learning Disabilities Symptoms Checklist (teacher and parent forms), and sociodemographic data forms to fill in. Binary logistic regression analysis was used to assess the risk factors for SLD. Results Our study revealed that the probable prevalence of SLD was 13.6%; 17% for boys and 10.4% for girls. Reading impairment was 3.6%, writing impairment was 6.9%, and mathematic impairment was 6.5%. We determined that consanguineous marriages, low income, history of neonatal jaundice were found as risks for SLD; born by caesarean, developmental delay of walking, and history of neonatal jaundice were found as risks for mathematic impairment. A history of learning difficulties of parents was a risk factor for forming SLD and subtypes. Conclusion Our findings were consistent with other study results about the prevalence of SLD. The relationships between the probable prevalence rates and sociodemographic data were discussed. PMID:29321709

From "Learning Disability to Intellectual Disability"--Perceptions of the Increasing Use of the Term "Intellectual Disability" in Learning Disability Policy, Research and Practice

ERIC Educational Resources Information Center

Cluley, Victoria

2018-01-01

Background: The term "intellectual disability" is increasingly used to refer to people with learning disabilities in British learning disability policy, practice and research. This change is undoubtedly a reflection of the changing international context. The inclusion of the term "intellectual disability" has been particularly…

Using Data-Based Individualization to Intensify Mathematics Intervention for Students with Disabilities

ERIC Educational Resources Information Center

Powell, Sarah R.; Stecker, Pamela M.

2014-01-01

This article describes data-based individualization (DBI) as a continuous process connecting assessment and intervention in mathematics for students with disabilities. DBI provides teachers with an evidence-based method for individualizing interventions for students who do not demonstrate adequate response. Assessment data gathered through the use…

Helping Students with Mathematical Disabilities to Succeed

ERIC Educational Resources Information Center

Wadlington, Elizabeth; Wadlington, Patrick L.

2008-01-01

Teachers and parents are often perplexed when an intelligent student performs poorly in mathematics. Research tells us that this is often due to math disability, otherwise known as "dyscalculia". The authors define dyscalculia and describe its major subtypes. Also, the authors describe characteristics of dyscalculia and explain why dyscalculia is…

Examining Calculator Use among Students with and without Disabilities Educated with Different Mathematical Curricula

ERIC Educational Resources Information Center

Bouck, Emily C.; Joshi, Gauri S.; Johnson, Linley

2013-01-01

This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…

Computational Fluency Performance Profile of High School Students with Mathematics Disabilities

ERIC Educational Resources Information Center

Calhoon, Mary Beth; Emerson, Robert Wall; Flores, Margaret; Houchins, David E.

2007-01-01

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9-12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2-6) and skill area (whole numbers: addition, subtraction, multiplication, division;…

Does Type Matter: Evaluating the Effectiveness of Four-Function and Graphing Calculators

ERIC Educational Resources Information Center

Bouck, Emily

2010-01-01

Calculators are a controversial, yet widely used tool in mathematics education for all students and especially for students with disabilities. However, little research has explored calculators and students with disabilities. This paper explored the influence of calculator type (four-function and graphing) on the mathematical performance of…

Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi

2017-01-01

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction…

Learning Disability and Suicide.

ERIC Educational Resources Information Center

Hayes, Marnell L.; Sloat, Robert S.

1988-01-01

This paper cites studies on the interaction of depression and learning disability, examines the question of whether depression is a result or a cause of learning disability, emphasizes the importance of proper diagnosis of depression versus learning disability, and reviews the incidence of suicide-related events among the learning-disabled.…

Longitudinal study of low and high achievers in early mathematics.

PubMed

Navarro, Jose I; Aguilar, Manuel; Marchena, Esperanza; Ruiz, Gonzalo; Menacho, Inmaculada; Van Luit, Johannes E H

2012-03-01

Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the study, the students were approximately 5 years old (M= 5.2; SD= 0.28; range = 4.5-5.8). The students were assessed using the Early Numeracy Test and then allocated to a high (n= 26), middle (n= 76), or low (n= 25) achievers group. The same children were assessed again with the Early Numeracy Test at 6 and 7 years old, respectively. Eight socio-demographic characteristics were also evaluated: family model, education of the parent(s), job of the parent(s), number of family members, birth order, number of computers at home, frequency of teacher visits, and hours watching television. Early Numeracy Test scores were more consistent for the high-achievers group than for the low-achievers group. Approximately 5.5% of low achievers obtained low scores throughout the study. A link between specific socio-demographic characteristics and early achievement in mathematics was only found for number of computers at home. The level of mathematical ability among students aged 5-7 years remains relatively stable regardless of the initial level of achievement. However, early screening for mathematics learning disabilities could be useful in helping low-achieving students overcome learning obstacles. ©2011 The British Psychological Society.

Decoding Dyslexia, a Common Learning Disability | NIH MedlinePlus the Magazine

MedlinePlus

... JavaScript on. Feature: Dyslexia Decoding Dyslexia, a Common Learning Disability Past Issues / Winter 2016 Table of Contents What Are Learning Disabilities? Learning disabilities affect how someone learns to read, ...

Complete Learning Disabilities Handbook: Ready-To-Use Strategies & Activities for Teaching Students with Learning Disabilities. New Second Edition.

ERIC Educational Resources Information Center

Harwell, Joan M.

The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as... the identification of a specific learning disability, using appropriate assessments, consistent with...

Executive Functioning and Figurative Language Comprehension in Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied; Kaplan, Shani

2016-01-01

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

Readings about Children and Youth with Learning Disabilities. ERIC Mini-Bib.

ERIC Educational Resources Information Center

Sorenson, Barbara R., Comp.

This short bibliography summarizes printed resources and videotapes relating to children and youth with learning disabilities. Seventeen books are listed that address: (1) career planning; (2) common learning disabilities and coping with learning disabilities; (3) teaching adolescents with learning disabilities; (4) child rearing; (5) learning…

Rethinking construction: inclusion of slow learners as taker-off in quantity surveying practice

NASA Astrophysics Data System (ADS)

Majid, Masidah Abdul; Ashaari, Norul Izzati M.; @ Suhana Kamarudin Nurul Aini Osman, Suhaida; Suhaimi, Mohamad Saifulnizam Mohd

2017-11-01

The objective of this paper is to present the preliminary findings regarding the participation of OKU with learning disability in Science Technology, Engineering and Mathematics (STEM) sectors. Review of the works of past researchers suggested that OKU is a potential workforce in STEM sectors but still under-represented due to lack of efforts from stakeholders and learning institutions in providing information on the opportunities that are available. A research has been initiated to explore the potential of slow learners to become workforce in the construction industry as a taker off - part of work of a Quantity Surveyor. Against the findings from the literature review, the modest attempt to attract slow learners to become taker off in the construction industry require the formulation of appropriate learning environment and strong support from the respective key players and stakeholders.

Social skills in the context of learning disability definitions: a reply to Gresham and Elliott and directions for the future.

PubMed

Conte, R; Andrews, J

1993-03-01

In this article we review the evidence on the status of a social skills deficit as a learning disability (LD) by examining social skills deficits in the context of learning disability definitions. For the most part, social skills deficits fall within the terms that are specified in the definitions; that is, when there is evidence of neurological involvement, social skills deficit as a learning disability is consistent with the focus on listening and speaking that is characteristic of most definitions of learning disabilities. We also conclude that the absence of limiting conditions in extant definitions of learning disabilities makes it difficult to exclude any particular skill or type of knowledge from falling within the bounds of the definitions. Furthermore, we argue that the critical issue centers on the reformulation of the definition of learning disabilities. We suggest two directions in future work: First, the term "learning disability" should be limited to intentional learning contexts. Acceptance of this limitation would clarify at least some of the confusion regarding the domain of learning disabilities. Second, learning disability definitions should become more responsive to recent research on the nature of learning.

Better Understanding Learning Disabilities: New Views from Research and Their Implications for Education and Public Policies.

ERIC Educational Resources Information Center

Lyon, G. Reid, Ed.; And Others

This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…

Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability.

PubMed

Geary, D C; Hamson, C O; Hoard, M K

2000-11-01

Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low-average to high-average range were classified as learning disabled (LD) in mathematics (MD), reading (RD), or both (MD/RD). These children (n = 42), a group of children who showed variable achievement test performance across grades (n = 16), and a control group of academically normal peers (n = 35) were administered a series of experimental and psychometric tasks. The tasks assessed number comprehension and production skills, counting knowledge, arithmetic skills, working memory, the ease of activation of phonetic representations of words and numbers, and spatial abilities. The children with variable achievement test performance did not differ from the academically normal children in any cognitive domain, whereas the children in the LD groups showed specific patterns of cognitive deficit, above and beyond the influence of IQ. Discussion focuses on the similarities and differences across the groups of LD children. Copyright 2000 Academic Press.

Measuring change for a multidimensional test using a generalized explanatory longitudinal item response model.

PubMed

Cho, Sun-Joo; Athay, Michele; Preacher, Kristopher J

2013-05-01

Even though many educational and psychological tests are known to be multidimensional, little research has been done to address how to measure individual differences in change within an item response theory framework. In this paper, we suggest a generalized explanatory longitudinal item response model to measure individual differences in change. New longitudinal models for multidimensional tests and existing models for unidimensional tests are presented within this framework and implemented with software developed for generalized linear models. In addition to the measurement of change, the longitudinal models we present can also be used to explain individual differences in change scores for person groups (e.g., learning disabled students versus non-learning disabled students) and to model differences in item difficulties across item groups (e.g., number operation, measurement, and representation item groups in a mathematics test). An empirical example illustrates the use of the various models for measuring individual differences in change when there are person groups and multiple skill domains which lead to multidimensionality at a time point. © 2012 The British Psychological Society.

Virtual Manipulatives: What They Are and How Teachers Can Use Them

ERIC Educational Resources Information Center

Bouck, Emily C.; Flanagan, Sara M.

2010-01-01

Research on the positive impact of using concrete manipulatives in mathematics for students with high-incidence disabilities is clear. Maccini and Gagnon (2000) considered manipulatives to be a best practice in terms of educating students with high-incidence disabilities in mathematics. It would follow, then, that research on virtual manipulatives…

Making Sense of a Trial Maths Intervention Program for Students with Disability in Australia: Interim Report

ERIC Educational Resources Information Center

Ewing, Bronwyn

2016-01-01

Success in primary and secondary school mathematics is becoming increasingly important to today's teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and…

Not All Created Equally: Exploring Calculator Use by Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Bouck, Emily C.

2014-01-01

Calculators are widely used in mathematics education, yet limited research examines the effects of calculators for students with mild intellectual disability. An alternating treatments design was used to study the effects of calculator types (i.e., scientific and graphing) on the mathematical performance (i.e., computation and word problems) of…

Parietal Hyper-Connectivity, Aberrant Brain Organization, and Circuit-Based Biomarkers in Children with Mathematical Disabilities

ERIC Educational Resources Information Center

Jolles, Dietsje; Ashkenazi, Sarit; Kochalka, John; Evans, Tanya; Richardson, Jennifer; Rosenberg-Lee, Miriam; Zhao, Hui; Supekar, Kaustubh; Chen, Tianwen; Menon, Vinod

2016-01-01

Mathematical disabilities (MD) have a negative life-long impact on professional success, employment, and health outcomes. Yet little is known about the intrinsic functional brain organization that contributes to poor math skills in affected children. It is now increasingly recognized that math cognition requires coordinated interaction within a…

Increasing participation of people with learning disabilities in bowel screening.

PubMed

Gray, Jonathan

2018-03-08

Learning disability nurses have a key role in addressing the health inequalities experienced by people with learning disabilities. People with learning disabilities are less likely to participate in bowel screening than other sectors of the population, despite there being evidence of this population being at an increased risk of developing bowel cancer. There are a range of barriers at individual and systemic levels that impact on participation in bowel screening by people with learning disabilities. Actions to address these barriers have been identified in the literature and learning disability nurses are a key agent of change in enabling people with learning disabilities to participate in the national screening programmes.

Stable Sparse Classifiers Identify qEEG Signatures that Predict Learning Disabilities (NOS) Severity

PubMed Central

Bosch-Bayard, Jorge; Galán-García, Lídice; Fernandez, Thalia; Lirio, Rolando B.; Bringas-Vega, Maria L.; Roca-Stappung, Milene; Ricardo-Garcell, Josefina; Harmony, Thalía; Valdes-Sosa, Pedro A.

2018-01-01

In this paper, we present a novel methodology to solve the classification problem, based on sparse (data-driven) regressions, combined with techniques for ensuring stability, especially useful for high-dimensional datasets and small samples number. The sensitivity and specificity of the classifiers are assessed by a stable ROC procedure, which uses a non-parametric algorithm for estimating the area under the ROC curve. This method allows assessing the performance of the classification by the ROC technique, when more than two groups are involved in the classification problem, i.e., when the gold standard is not binary. We apply this methodology to the EEG spectral signatures to find biomarkers that allow discriminating between (and predicting pertinence to) different subgroups of children diagnosed as Not Otherwise Specified Learning Disabilities (LD-NOS) disorder. Children with LD-NOS have notable learning difficulties, which affect education but are not able to be put into some specific category as reading (Dyslexia), Mathematics (Dyscalculia), or Writing (Dysgraphia). By using the EEG spectra, we aim to identify EEG patterns that may be related to specific learning disabilities in an individual case. This could be useful to develop subject-based methods of therapy, based on information provided by the EEG. Here we study 85 LD-NOS children, divided in three subgroups previously selected by a clustering technique over the scores of cognitive tests. The classification equation produced stable marginal areas under the ROC of 0.71 for discrimination between Group 1 vs. Group 2; 0.91 for Group 1 vs. Group 3; and 0.75 for Group 2 vs. Group1. A discussion of the EEG characteristics of each group related to the cognitive scores is also presented. PMID:29379411

Stable Sparse Classifiers Identify qEEG Signatures that Predict Learning Disabilities (NOS) Severity.

PubMed

Bosch-Bayard, Jorge; Galán-García, Lídice; Fernandez, Thalia; Lirio, Rolando B; Bringas-Vega, Maria L; Roca-Stappung, Milene; Ricardo-Garcell, Josefina; Harmony, Thalía; Valdes-Sosa, Pedro A

2017-01-01

In this paper, we present a novel methodology to solve the classification problem, based on sparse (data-driven) regressions, combined with techniques for ensuring stability, especially useful for high-dimensional datasets and small samples number. The sensitivity and specificity of the classifiers are assessed by a stable ROC procedure, which uses a non-parametric algorithm for estimating the area under the ROC curve. This method allows assessing the performance of the classification by the ROC technique, when more than two groups are involved in the classification problem, i.e., when the gold standard is not binary. We apply this methodology to the EEG spectral signatures to find biomarkers that allow discriminating between (and predicting pertinence to) different subgroups of children diagnosed as Not Otherwise Specified Learning Disabilities (LD-NOS) disorder. Children with LD-NOS have notable learning difficulties, which affect education but are not able to be put into some specific category as reading (Dyslexia), Mathematics (Dyscalculia), or Writing (Dysgraphia). By using the EEG spectra, we aim to identify EEG patterns that may be related to specific learning disabilities in an individual case. This could be useful to develop subject-based methods of therapy, based on information provided by the EEG. Here we study 85 LD-NOS children, divided in three subgroups previously selected by a clustering technique over the scores of cognitive tests. The classification equation produced stable marginal areas under the ROC of 0.71 for discrimination between Group 1 vs. Group 2; 0.91 for Group 1 vs. Group 3; and 0.75 for Group 2 vs. Group1. A discussion of the EEG characteristics of each group related to the cognitive scores is also presented.

Learning Disabilities. ERIC Digest #407. Revised.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

This digest defines learning disabilities, cites their prevalence, describes typical characteristics of learning-disabled students, outlines educational implications of learning disabilities, and lists several printed and organizational resources for further information. (JDD)

Facing Learning Disabilities in the Adult Years. Understanding Dyslexia, ADHD, Assessment, Intervention, and Research.

ERIC Educational Resources Information Center

Shapiro, Joan; Rich, Rebecca

This text provides information on learning disabilities in adults and offers practical ways to compensate. Chapters address: (1) definitions of learning disability; (2) etiology of learning disabilities; (3) our cognitive or thinking systems; (4) different assessment settings and some of the tests used to diagnose a learning disability; (5)…

High Self-Esteem as a Coping Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

Children with learning disabilities are found in most schools. Learning disability is a widespread issue in today's society. A learning-disabled child is one whose achievement is less than his expected level of achievement despite having average or above average intelligence. Learning disability is nothing but a condition that affects the ability…

Neurocognitive profiles of learning disabled children with neurofibromatosis type 1

PubMed Central

Orraca-Castillo, Miladys; Estévez-Pérez, Nancy; Reigosa-Crespo, Vivian

2014-01-01

Neurofibromatosis 1 (NF1) is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%), and no gender differences were found (male: female ratio = 1:1). This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1. PMID:24936179

Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011

ERIC Educational Resources Information Center

Learning Disabilities: A Multidisciplinary Journal, 2012

2012-01-01

The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A child is classified as having a learning disability who has a disorder in one or more of the basic...

Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice.

PubMed

Lodge, Keri-Michèle; Milnes, David; Gilbody, Simon M

2011-03-01

Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks.Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice.Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed.Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap.Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities.

Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice

PubMed Central

2011-01-01

Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks. Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice. Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed. Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap. Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities. PMID:22479290

Discovery learning with SAVI approach in geometry learning

NASA Astrophysics Data System (ADS)

Sahara, R.; Mardiyana; Saputro, D. R. S.

2018-05-01

Geometry is one branch of mathematics that an important role in learning mathematics in the schools. This research aims to find out about Discovery Learning with SAVI approach to achievement of learning geometry. This research was conducted at Junior High School in Surakarta city. Research data were obtained through test and questionnaire. Furthermore, the data was analyzed by using two-way Anova. The results showed that Discovery Learning with SAVI approach gives a positive influence on mathematics learning achievement. Discovery Learning with SAVI approach provides better mathematics learning outcomes than direct learning. In addition, students with high self-efficacy categories have better mathematics learning achievement than those with moderate and low self-efficacy categories, while student with moderate self-efficacy categories are better mathematics learning achievers than students with low self-efficacy categories. There is an interaction between Discovery Learning with SAVI approach and self-efficacy toward student's mathematics learning achievement. Therefore, Discovery Learning with SAVI approach can improve mathematics learning achievement.

Learning Disabilities Association of America

MedlinePlus

... start having those conversations today! Find Out More Learning Disabilities: A Multidisciplinary Journal Committed to the study of ... parent or teacher of a child with a learning disability – or have learning disabilities yourself – you are not ...

Toward a Definition of Learning Disability.

ERIC Educational Resources Information Center

Campbell, Paul B.

The paper summarizes several approaches to the identification of learning disability and then discusses the nature of learning disability in the context of competing hypotheses as possible explanations of insufficient or unsatisfactory achievement. Because learning disability may only be inferred as a cause of unsatisfactory learning, the…

A Two Hundred Year History of Learning Disabilities

ERIC Educational Resources Information Center

Carlson, Shirley

2005-01-01

The purpose of this paper was to track the history of learning disabilities and collect intervention theories which might be helpful for adult college students suffering from any number of learning disabilities (LD). There is a vast difference between a learning difficulty and a learning disability; an individual with learning difficulty can learn…

State Knowledge Utilization Spotlight: Maryland. Transforming State Systems to Improve Outcomes for Children with Disabilities

ERIC Educational Resources Information Center

Pentimonti, Jill; Pfannenstiel, Kathleen; Walker, Melodee

2017-01-01

The selection of evidence-based practices (EBPs) in mathematics is a critical step toward improving mathematics outcomes for students with disabilities. This state spotlight presents how the Maryland State Department of Education uses the TAP-IT (Team, Analyze, Plan, Implement, and Track) process coupled with systems coaching to support the…

A Comparative Study of Coteaching in Middle School Special and General Education Classrooms and Student Mathematics Achievement

ERIC Educational Resources Information Center

Tillman-Walker, LaCricia

2017-01-01

There is a consequential amount of research in regards to coteaching and student achievement in students with disabilities. Although there is a substantial body of research, there is still uncertainty whether achievement in mathematics differs between students with and without disabilities in cotaught and non-cotaught classrooms. Therefore, the…

Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

ERIC Educational Resources Information Center

Agrawal, Jugnu; Morin, Lisa L.

2016-01-01

Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy…

Mathematical disposition of junior high school students viewed from learning styles

NASA Astrophysics Data System (ADS)

Putra, Arief Karunia; Budiyono, Slamet, Isnandar

2017-08-01

The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Word Recognition and Word Identification: A Review of Research on Effective Instructional Practices with Learning Disabled Students.

ERIC Educational Resources Information Center

McCormick, Sandra; Becker, Evelyn Z.

1996-01-01

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

"Learning to Work" in Small Businesses: Learning and Training for Young Adults with Learning Disabilities

ERIC Educational Resources Information Center

Ruggeri-Stevens, Geoff; Goodwin, Susan

2007-01-01

Purpose: The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult…

Gestational age modulates neural correlates of intentional, but not automatic number magnitude processing in children born preterm.

PubMed

Klein, Elise; Moeller, Korbinian; Huber, Stefan; Willmes, Klaus; Kiechl-Kohlendorfer, Ursula; Kaufmann, Liane

2018-04-01

Premature birth is a significant risk factor for learning disabilities in general and mathematics learning difficulties in particular. However, the exact reasons for this relation are still unknown. While typical numerical development is associated with a frontal-to-parietal shift of brain activation with increasing age, influences of gestational age have hardly been considered so far. Therefore, we investigated the influence of gestational age on the neural correlates of number processing in 6- and 7-year-old children born prematurely (n=16). Only the numerical distance effect - as a measure of intentional number magnitude processing - elicited the fronto-parietal activation pattern typically observed for numerical cognition. On the other hand, the size congruity effect - as a measure of automatic number magnitude processing - was associated with activation of brain areas typically attributed to cognitive control. Most importantly, however, we observed that gestational age reliably predicted the frontal-to-parietal shift of activation observed for the numerical distance effect. Our findings seem to indicate that human numerical development may start even before birth and prematurity might hamper neural facilitation of the brain circuitry subserving numerical cognition. In turn, this might contribute to the high risk of premature children to develop mathematical learning difficulties. Copyright © 2017 ISDN. Published by Elsevier Ltd. All rights reserved.

Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

NASA Astrophysics Data System (ADS)

Afthina, H.; Mardiyana; Pramudya, I.

2017-09-01

This research aims to determine the impact of mathematics learning applying Think Pair Share (TPS) using Realistic Mathematics Education (RME) viewed from mathematical-logical intelligence in geometry learning. Method that used in this research is quasi experimental research The result of this research shows that (1) mathematics achievement applying TPS using RME approach gives a better result than those applying direct learning model; (2) students with high mathematical-logical intelligence can reach a better mathematics achievement than those with average and low one, whereas students with average mathematical-logical intelligence can reach a better achievement than those with low one; (3) there is no interaction between learning model and the level of students’ mathematical-logical intelligence in giving a mathematics achievement. The impact of this research is that TPS model using RME approach can be applied in mathematics learning so that students can learn more actively and understand the material more, and mathematics learning become more meaningful. On the other hand, internal factors of students must become a consideration toward the success of students’ mathematical achievement particularly in geometry material.

Implementing an Effective Mathematics Fact Fluency Practice Activity

ERIC Educational Resources Information Center

Riccomini, Paul J.; Stocker, James D., Jr.; Morano, Stephanie

2017-01-01

Proficiency in mathematics involves the seamless synchronization of conceptual understanding, procedural knowledge, computational fluency, and problem solving (NMAP, 2008). Clearly, fluency with mathematics facts is one element embedded within mathematical proficiency and important for students with disabilities to develop. As more and more…

Values taught, values learned, attitude and performance in mathematics

NASA Astrophysics Data System (ADS)

Limbaco, K. S. A.

2015-03-01

The purpose of the study was to identify, describe and find the relationship among values taught, values learned, attitude and performance in mathematics. The researcher used descriptive-correlational method of research to gather information and to describe the nature of situation. The following instruments were used in this study: Math Attitude Inventory, Inventory of Values Taught and Learned which were content validated by experts in the field of Mathematics, Values and Education. Generally, most of the values were taught by the teachers. All of the values were learned by the students. The following got the highest mean ratings for values taught: moral strength, sharing, charity, valuing life, love of God, truth and honesty, reason, alternativism and articulation. The following got highest mean ratings for values learned: patience/tolerance, sharing, charity, valuing life, faith, love of God, truth and honesty, analogical thinking, confidence and individual liberty. Majority of the respondents have moderately positive attitude towards mathematics. Positive statements in the Mathematics Attitude Inventory are "Generally true" while negative statements are "Neutral." In conclusion, values were taught by mathematics teacher, thus, learned by the students. Therefore, mathematics is very much related to life. Values can be learned and strengthened through mathematics; there is a significant relationship between values taught by the teachers and values learned by the students and attitude towards mathematics and performance in mathematics; values taught does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even if the mathematics teacher did not teach values; values learned does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even he/she did not learned values in his/her mathematics class.

Learning Disabilities: A Piagetian Perspective.

ERIC Educational Resources Information Center

Fakouri, M. E.

1991-01-01

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

Research with and by people with learning disabilities.

PubMed

Durell, Shirley

Many people with learning disabilities are frequently excluded from active involvement in research and, as a result, along with researchers, have questioned research processes. These discussions have influenced how research is undertaken by, and with, people who have learning disabilities. Learning disability research is now increasingly framed as inclusive. This article explores the development of inclusive learning disability research by tracing its background and influences, identifying key characteristics and highlighting some of the challenges in its application. It demonstrates how inclusive research can give people with learning disabilities a voice that will help to inform practice.

Understanding and Managing Learning Disabilities in Adults. Professional Practices in Adult Education and Human Resource Development Series.

ERIC Educational Resources Information Center

Jordan, Dale R.

This book reviews learning disabilities (LD) in adults and makes suggestions for helping adults cope with these disabilities. Each chapter covers a type of learning disability or related syndrome or explains characteristics of the brain. Chapter 1 explains several types of specific learning disabilities that make classroom performance difficult…

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Determining the existence of a specific learning... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as...

Children with Learning Disabilities. Facts for Families. Number 16

ERIC Educational Resources Information Center

American Academy of Child & Adolescent Psychiatry (NJ1), 2011

2011-01-01

Parents are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Children with learning disabilities can have intelligence in the normal range but the specific learning disability may make teachers and parents concerned about their general…

The Self-Efficacy of Students with Borderline, Mild and Moderate Intellectual Disabilities and Their Achievements in Mathematics

ERIC Educational Resources Information Center

Enoma, Agbon; Malone, John

2015-01-01

The relationship between the self-efficacy of 23 High School students with intellectual disability (ID) and their achievements in Mathematics was evaluated using a modified version of the self-efficacy instrument developed by Joet, Bressoux and Usher (2011). Four different number sense assessment tools were administered pre- and post-six months of…

Identification of Learning Disabled Bilingual Hispanic Students.

ERIC Educational Resources Information Center

Zavala, Jesus; Mims, Joan

1983-01-01

The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

Developing Recreation Skills in Persons with Learning Disabilities.

ERIC Educational Resources Information Center

Peniston, Lorraine C.

This book provides specific suggestions for ways to make accommodations and modify leisure activities to enable and encourage the participation of individuals with learning disabilities. The following chapters include: (1) "An Introduction"; (2) "Learning Disabilities," which describes types of learning disabilities, guidelines…

The Only Absolute Truth in Mathematics is the Myth of Mathematics as Universal

ERIC Educational Resources Information Center

Kantner, M. Joanne

2008-01-01

Culture and national origin can affect thinking about mathematics and mathematics learning. The myth that mathematics is objective and culture free becomes a barrier to adults learning mathematics. Adult educators must reflect upon culture's influence on learning and recognize the implications of universality myths on students' learning in…

Prospective Mathematics Teachers' Attitudes Towards Learning Mathematics with Technology

ERIC Educational Resources Information Center

Ipek, A. Sabri; Berigel, Muhammed; Albayrak, Mustafa

2007-01-01

Role of technology which is an important tool for new approaches in learning mathematics is rapidly increasing at focus point of learning mathematics with new designs. One of the biggest factors at learning and instructing technology based mathematic education is attitudes of mathematics teachers towards technology. At this study, attitudes of…

Interventions for Learning Disorders

MedlinePlus

... about any treatment you are considering. Children and Learning Disabilities Here are some points to keep in mind about learning disabilities. Children with learning disabilities are a very heterogeneous ...

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia.

PubMed

Taderera, Clever; Hall, Herna

2017-01-01

Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children's learning and other developmental disabilities, including challenges related to preventative and supportive interventions. This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level.

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia

PubMed Central

Taderera, Clever

2017-01-01

Background Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children’s learning and other developmental disabilities, including challenges related to preventative and supportive interventions. Objective This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. Method In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Results Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. Conclusion The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level. PMID:28951851

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

34 CFR 300.307 - Specific learning disabilities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2011 CFR

2011-10-01

... appropriate learning experiences for the age and ability; or (2) The child has a severe discrepancy between... 45 Public Welfare 4 2011-10-01 2011-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

Screening for Learning Disabilities in Adult Basic Education Students

ERIC Educational Resources Information Center

Reynolds, Sharon L.; Johnson, Jerry D.; Salzman, James A.

2012-01-01

The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE…

Influence of Problem-Based Learning Model of Learning to the Mathematical Communication Ability of Students of Grade XI IPA SMAN 14 Padang

NASA Astrophysics Data System (ADS)

Nisa, I. M.

2018-04-01

The ability of mathematical communication is one of the goals of learning mathematics expected to be mastered by students. However, reality in the field found that the ability of mathematical communication the students of grade XI IPA SMA Negeri 14 Padang have not developed optimally. This is evident from the low test results of communication skills mathematically done. One of the factors that causes this happens is learning that has not been fully able to facilitate students to develop mathematical communication skills well. By therefore, to improve students' mathematical communication skills required a model in the learning activities. One of the models learning that can be used is Problem Based learning model Learning (PBL). The purpose of this study is to see whether the ability the students' mathematical communication using the PBL model better than the students' mathematical communication skills of the learning using conventional learning in Class XI IPA SMAN 14 Padang. This research type is quasi experiment with design Randomized Group Only Design. Population in this research that is student of class XI IPA SMAN 14 Padang with sample class XI IPA 3 and class XI IPA 4. Data retrieval is done by using communication skill test mathematically shaped essay. To test the hypothesis used U-Mann test Whitney. Based on the results of data analysis, it can be concluded that the ability mathematical communication of students whose learning apply more PBL model better than the students' mathematical communication skills of their learning apply conventional learning in class XI IPA SMA 14 Padang at α = 0.05. This indicates that the PBL learning model effect on students' mathematical communication ability.

Wittgenstein's language games as a theory of learning disabilities.

PubMed

Timmons, Stephen

2006-01-01

Sociological approaches to the understanding of learning disabilities are perhaps not as fully developed as they might be. Wittgenstein's notion of the language game is elucidated, and its relevance to the analysis of learning disabilities as a social phenomenon is explained. This gives some insight into an alternative conception of what learning disabilities might be, and why people who are classified as having learning disabilities continue, to some extent, to be excluded from full participation in society.

The Role of Learning Disability Nurses in Promoting Cervical Screening Uptake in Women with Intellectual Disabilities: A Qualitative Study

ERIC Educational Resources Information Center

Lloyd, Jennifer L.; Coulson, Neil S.

2014-01-01

Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women…

Mathematical Ability of 10-Year-Old Boys and Girls: Genetic and Environmental Etiology of Typical and Low Performance

PubMed Central

Kovas, Yulia; Haworth, Claire M. A.; Petrill, Stephen A.; Plomin, Robert

2009-01-01

The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution. PMID:18064980

Guided discovery learning in geometry learning

NASA Astrophysics Data System (ADS)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-03-01

Geometry is a part of the mathematics that must be learned in school. The purpose of this research was to determine the effect of Guided Discovery Learning (GDL) toward geometry learning achievement. This research had conducted at junior high school in Sukoharjo on academic years 2016/2017. Data collection was done based on student’s work test and documentation. Hypothesis testing used two ways analysis of variance (ANOVA) with unequal cells. The results of this research that GDL gave positive effect towards mathematics learning achievement. GDL gave better mathematics learning achievement than direct learning. There was no difference of mathematics learning achievement between male and female. There was no an interaction between sex differences and learning models toward student’s mathematics learning achievement. GDL can be used to improve students’ mathematics learning achievement in geometry.

Psychosocial Functioning of Learning-Disabled Children: Replicability of Statistically Derived Subtypes.

ERIC Educational Resources Information Center

Fuerst, Darren R.; And Others

1989-01-01

Investigated Personality Inventory for Children scores of 132 learning-disabled children between ages of 6 and 12 years. Results indicated that learning-disabled children comprised heterogeneous population in terms of psychosocial functioning and that subtypes of learning-disabled children with similar patterns of socioemotional adjustment can be…

Hair Mineral Content as a Predictor of Learning Disabilities.

ERIC Educational Resources Information Center

Marlowe, Mike; And Others

1984-01-01

This study investigated the relationship between hair mineral elements and childhood learning disabilities and determined which minerals, if any, separated 26 learning disabled children with 24 normal controls. The learning disabled group had significantly raised hair-lead concentrations. There were also differences in the mean levels of 10 other…

Learning Disabilities and Achieving High-Quality Education Standards

ERIC Educational Resources Information Center

Gartland, Debi; Strosnider, Roberta

2017-01-01

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the…

Awareness on Learning Disabilities among Elementary School Teachers

ERIC Educational Resources Information Center

Menon K. P., Seema

2016-01-01

The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

Relationships of People with Learning Disabilities in Ireland

ERIC Educational Resources Information Center

Bane, Geraldine; Deely, Marie; Donohoe, Brian; Dooher, Martin; Flaherty, Josephine; Iriarte, Edurne Garcia; Hopkins, Rob; Mahon, Ann; Minogue, Ger; Mc Donagh, Padraig; O'Doherty, Siobhain; Curry, Martin; Shannon, Stephen; Tierney, Edel; Wolfe, Marie

2012-01-01

This study explored the perspectives of people with learning disabilities on relationships and supports in the Republic of Ireland. A national research network consisting of 21 researchers with learning disabilities, 12 supporters, and 7 university researchers conducted the study. Researchers with learning disabilities and their supporters ran 16…

A Learning Disabilities Digest for Literacy Providers.

ERIC Educational Resources Information Center

Stewart, Arlene C.; Lillie, Pat

The purpose of this booklet is to provide literacy instructors and tutors with information on adults with learning disabilities and their needs within literacy programs. It defines learning disabilities and describes characteristics of adults with learning disabilities, emphasizing that, for tutors, the issue is how to determine whether the…

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

PubMed Central

Garrett, Adia J.; Mazzocco, Michèle M. M.; Baker, Linda

2009-01-01

Metacognition refers to knowledge about one’s own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children’s ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children’s ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children’s self-review during mathematics problem solving. PMID:20084181

Problem based learning with scaffolding technique on geometry

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-05-01

Geometry as one of the branches of mathematics has an important role in the study of mathematics. This research aims to explore the effectiveness of Problem Based Learning (PBL) with scaffolding technique viewed from self-regulation learning toward students’ achievement learning in mathematics. The research data obtained through mathematics learning achievement test and self-regulated learning (SRL) questionnaire. This research employed quasi-experimental research. The subjects of this research are students of the junior high school in Banyumas Central Java. The result of the research showed that problem-based learning model with scaffolding technique is more effective to generate students’ mathematics learning achievement than direct learning (DL). This is because in PBL model students are more able to think actively and creatively. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Lindstrom, Jennifer H.; Lindstrom, Will

2011-01-01

In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

Selection of Learning Media Mathematics for Junior School Students

ERIC Educational Resources Information Center

Widodo, Sri Adi; Wahyudin

2018-01-01

One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…

A safe way to talk about death.

PubMed

2016-11-09

Could a learning disability-specific death cafe be the key to initiating conversations about death and dying in a safe way? Paula Hopes writes in Learning Disability Practice about a conference on breaking bad news and noted that while some people with learning disabilities were ready to deal with the issues, healthcare professionals were not. Reasons varied from protecting people with learning disabilities to the assumption that they cannot cope with or understand the information. Ms Hopes says nurses should be advocates for people with learning disabilities and provide them with information to engage them in the process of dying. A learning disability-specific death cafe could support nurses to develop confidence in discussing this sensitive issue.

Teaching undergraduate mathematics in interactive groups: how does it fit with students' learning?

NASA Astrophysics Data System (ADS)

Sheryn, Louise; Ell, Fiona

2014-08-01

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students' responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students' prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as 'mathematicians' framed their experience of learning mathematics in a non-traditional class.

What’s about Peer Tutoring Learning Model?

NASA Astrophysics Data System (ADS)

Muthma'innah, M.

2017-09-01

Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.

Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

ERIC Educational Resources Information Center

Canino, Frank J.

1981-01-01

The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

ERIC Educational Resources Information Center

Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

Forensic Learning Disability Nursing Role Analysis

ERIC Educational Resources Information Center

Mason, Tom; Phipps, Dianne; Melling, Kat

2011-01-01

This article reports on a study carried out on the role constructs of forensic and nonforensic Learning Disability Nursing in relation to six binary themes. The aims were to identify if there were differences in perceptions of forensic learning disability nurses and nonforensic learning disability nurses in relation to the six binary themes of the…

The Effects of Learning Disabilities on a Child's Self-Concept.

ERIC Educational Resources Information Center

Avazian, Karyn Lorraine Wood

The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

Experiencing, and Being Experienced As, Learning Disabled Choreographers in the West of Ireland

ERIC Educational Resources Information Center

Parry, Rachel

2017-01-01

Speckled Egg Dance was established in Galway, Ireland, in 2013, to facilitate opportunities for learning disabled dance artists to develop semi-professional dance skills and independent choreographic practice. The company aims to contest normative perceptions of learning disabled dance ability, and to make learning disabled dance aesthetics…

Chemical Dependency in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Karacostas, Demetra D.; Fisher, Gary L.

1993-01-01

Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

The Application of a Communication Model to the Problems of Learning Disabled Children.

ERIC Educational Resources Information Center

Florio-Forslund, Evelyn

This paper examines the problems of learning disabled children and discusses possibilities for improving their self-concept and attitude toward school. It first notes the suspected link between juvenile delinquency and learning disabilities and suggests that initial efforts to help learning disabled children be directed at the lower-class urban…

Using Microcomputers To Help Learning Disabled Student with Arithmetic Difficulties.

ERIC Educational Resources Information Center

Brevil, Margarette

The use of microcomputers to help the learning disabled increase their arithmetic skills is examined. The microcomputer should be used to aid the learning disabled student to practice the concepts taught by the teacher. Computer-aided instruction such as drill and practice may help the learning disabled student because it gives immediate feedback…

An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

ERIC Educational Resources Information Center

McCormick, Paula K.; Fisher, Maurice D.

The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

ERIC Educational Resources Information Center

Anslow, Katharine

2014-01-01

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

An Investigation into the Public Health Roles of Community Learning Disability Nurses

ERIC Educational Resources Information Center

Mafuba, Kay; Gates, Bob

2015-01-01

International studies have shown poor uptake of public health initiatives by people with learning disabilities. In addition, studies have shown that people with learning disabilities experience poor access to public health services. The contribution of community learning disability nurses in meeting the public health needs of people with learning…

Inter-Judge Agreement in Classifying Students as Learning Disabled.

ERIC Educational Resources Information Center

Epps, Susan; And Others

Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled (LD) and non-learning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD…

Narrative assessment: making mathematics learning visible in early childhood settings

NASA Astrophysics Data System (ADS)

Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel

2015-09-01

Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.

Learning over Time: Learning Trajectories in Mathematics Education

ERIC Educational Resources Information Center

Maloney, Alan P., Ed.; Confrey, Jere, Ed.; Nguyen, Kenny H., Ed.

2014-01-01

The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics--how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings--and how to use these insights to improve instruction and student learning. In this…

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

NASA Astrophysics Data System (ADS)

Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

2017-06-01

This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

NASA Astrophysics Data System (ADS)

Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics

NASA Astrophysics Data System (ADS)

Widakdo, W. A.

2017-09-01

Seeing the importance of the role of mathematics in everyday life, mastery of the subject areas of mathematics is a must. Representation ability is one of the fundamental ability that used in mathematics to make connection between abstract idea with logical thinking to understanding mathematics. Researcher see the lack of mathematical representation and try to find alternative solution to dolve it by using project based learning. This research use literature study from some books and articles in journals to see the importance of mathematical representation abiliy in mathemtics learning and how project based learning able to increase this mathematical representation ability on the topic of Statistics. The indicators for mathematical representation ability in this research classifies namely visual representation (picture, diagram, graph, or table); symbolize representation (mathematical statement. Mathematical notation, numerical/algebra symbol) and verbal representation (written text). This article explain about why project based learning able to influence student’s mathematical representation by using some theories in cognitive psychology, also showing the example of project based learning that able to use in teaching statistics, one of mathematics topic that very useful to analyze data.

From Preface to Practice: A Narrative Study of Women Learning to Teach Mathematics

ERIC Educational Resources Information Center

Stoehr, Kathleen Jablon

2014-01-01

My dissertation research explored the experiences of mathematics anxieties in women elementary preservice teachers while learning mathematics as K-12 students and while learning to teach mathematics. Previous studies conducted in mathematics teacher education have emphasized the importance of preservice teachers' mathematical knowledge for…

Attitudes toward and approaches to learning first-year university mathematics.

PubMed

Alkhateeb, Haitham M; Hammoudi, Lakhdar

2006-08-01

This study examined the relationship for 180 undergraduate students enrolled in a first-year university calculus course between attitudes toward mathematics and approaches to learning mathematics using the Mathematics Attitude Scale and the Approaches to Learning Mathematics Questionnaire, respectively. Regression analyses indicated that scores for the Mathematics Attitude Scale were negatively related to scores for the Surface Approach and accounted for 10.4% of the variance and scores for the Mathematics Attitude Scale were positively related to scores for the Deep Approach to learning mathematics and accounted for 31.7% of the variance.

Issues and Recommendations: A Report of the Learning Disabilities Task Force on Definition, Criteria and Identification Procedures.

ERIC Educational Resources Information Center

Iowa State Dept. of Education, Des Moines. Bureau of Special Education.

The report, developed by a special Iowa task force, examined issues of definition, criteria, and identification procedures for learning disabilities as a point of departure for the examination of current practices affecting learning disabled students in Iowa. The committee's working definintion of learning disabilities is presented as a basis for…

Awareness among Teachers of Learning Disabilities in Students at Different Board Levels

ERIC Educational Resources Information Center

Mehta, Deepti

2006-01-01

Learning disability is a complex phenomenon to understand. There are many connotations of learning disabilities thus even today it creates confusion in the mind of the general public and the professionals. Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written…

Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

ERIC Educational Resources Information Center

Hannah, C. Lynne; Shore, Bruce M.

1995-01-01

This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…

Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues.

ERIC Educational Resources Information Center

Lyon, G. Reid, Ed.

This book offers 27 papers addressing critical issues in the assessment of students with all kinds of learning disabilities. Papers have the following titles and authors: "Critical Issues in the Measurement of Learning Disabilities" (G. Reid Lyon); "A Matrix of Decision Points in the Measurement of Learning Disabilities" (Barbara K. Keogh);…

"I Don't Feel Trapped Anymore…i Feel Like a Bird": People with Learning Disabilities' Experience of Psychological Therapy

ERIC Educational Resources Information Center

Lewis, Nicola; Lewis, Karin; Davies, Bronwen

2016-01-01

Background: There are very few studies that investigate the qualitative experiences of people with a learning disability who have engaged in psychological therapy. Indeed, having a learning disability has traditionally been an exclusion criterion for good quality research about psychological treatments ("Psychotherapy and Learning Disability.…

Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

ERIC Educational Resources Information Center

Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2015-01-01

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

Disability-Aware Adaptive and Personalised Learning for Students with Multiple Disabilities

ERIC Educational Resources Information Center

Nganji, Julius T.; Brayshaw, Mike

2017-01-01

Purpose: The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is…

A Qualitative Investigation into the Experiences of Having a Parent with a Learning Disability

ERIC Educational Resources Information Center

Hewitt, Olivia; Clarke, Angela

2016-01-01

Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five…

Using Photovoice to Include People with Profound and Multiple Learning Disabilities in Inclusive Research

ERIC Educational Resources Information Center

Cluley, Victoria

2017-01-01

Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…

Handwriting Development in Spanish Children with and without Learning Disabilities: A Graphonomic Approach

ERIC Educational Resources Information Center

Barrientos, Pablo

2017-01-01

The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities.…

Working Alongside Older People with a Learning Disability: Informing and Shaping Research Design

ERIC Educational Resources Information Center

Herron, Daniel; Priest, Helena M.; Read, Sue

2015-01-01

Background: There has been an increase in inclusive research in the learning disability field; however, this has not been reflected within learning disability and dementia research, where little is known from the perspective of people with learning disabilities. This paper will define inclusive research, explore reasons for the dearth of inclusive…

What's It Like to Work with a Clinical Psychologist of a Specialist Learning Disabilities Service? Views from People with Learning Disabilities

ERIC Educational Resources Information Center

Gifford, Clive; Evers, Catherine; Walden, Sarah

2013-01-01

Clinical psychologists are well placed to work with people with learning disabilities given the high prevalence of psychiatric disorders in this population and the specialist training undertaken by psychologists. The evidence for psychological interventions in learning disabilities is scarce compared to the evidence for mainstream psychological…

Best practice in caring for adults with dementia and learning disabilities.

PubMed

Strydom, André; Al-Janabi, Tamara; Houston, Marie; Ridley, James

2016-10-05

People with learning disabilities, particularly Down's syndrome, are at increased risk of dementia. At present, services and care tailored to people with both dementia and a learning disability are unsatisfactory. This article reviews the literature specific to dementia in people with learning disabilities, including: comprehensive screening, diagnosis, management, environmental considerations, end of life care and training issues for nursing staff. Recommendations for best practice and service improvement are made to improve the quality of life for individuals with dementia and learning disabilities, pre and post-diagnosis.

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

PubMed

Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

2018-05-01

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

NASA Astrophysics Data System (ADS)

Khusna, H.; Heryaningsih, N. Y.

2018-01-01

The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

Addressing the Needs of a Developing Nation: Electronic Maps of Mathematical Learning Resources Accessible via the Internet

ERIC Educational Resources Information Center

Fathurrohman, Maman; Porter, Anne

2012-01-01

Teaching and learning of mathematics are integral parts of societies throughout the world. The fundamental or core nature of mathematics, its compulsory acquisition, requires high quality mathematics learning experiences. Moreover it is highly desirable that the emergence of new technology positively influences learning experiences in mathematics.…

Cooperative learning model with high order thinking skills questions: an understanding on geometry

NASA Astrophysics Data System (ADS)

Sari, P. P.; Budiyono; Slamet, I.

2018-05-01

Geometry, a branch of mathematics, has an important role in mathematics learning. This research aims to find out the effect of learning model, emotional intelligence, and the interaction between learning model and emotional intelligence toward students’ mathematics achievement. This research is quasi-experimental research with 2 × 3 factorial design. The sample in this research included 179 Senior High School students on 11th grade in Sukoharjo Regency, Central Java, Indonesia in academic year of 2016/2017. The sample was taken by using stratified cluster random sampling. The results showed that: the student are taught by Thinking Aloud Pairs Problem-Solving using HOTs questions provides better mathematics learning achievement than Make A Match using HOTs questions. High emotional intelligence students have better mathematics learning achievement than moderate and low emotional intelligence students, and moderate emotional intelligence students have better mathematics learning achievement than low emotional intelligence students. There is an interaction between learning model and emotional intelligence, and these affect mathematics learning achievement. We conclude that appropriate learning model can support learning activities become more meaningful and facilitate students to understand material. For further research, we suggest to explore the contribution of other aspects in cooperative learning modification to mathematics achievement.

Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems.

PubMed

Berteletti, Ilaria; Prado, Jérôme; Booth, James R

2014-08-01

Greater skill in solving single-digit multiplication problems requires a progressive shift from a reliance on numerical to verbal mechanisms over development. Children with mathematical learning disability (MD), however, are thought to suffer from a specific impairment in numerical mechanisms. Here we tested the hypothesis that this impairment might prevent MD children from transitioning toward verbal mechanisms when solving single-digit multiplication problems. Brain activations during multiplication problems were compared in MD and typically developing (TD) children (3rd to 7th graders) in numerical and verbal regions which were individuated by independent localizer tasks. We used small (e.g., 2 × 3) and large (e.g., 7 × 9) problems as these problems likely differ in their reliance on verbal versus numerical mechanisms. Results indicate that MD children have reduced activations in both the verbal (i.e., left inferior frontal gyrus and left middle temporal to superior temporal gyri) and the numerical (i.e., right superior parietal lobule including intra-parietal sulcus) regions suggesting that both mechanisms are impaired. Moreover, the only reliable activation observed for MD children was in the numerical region when solving small problems. This suggests that MD children could effectively engage numerical mechanisms only for the easier problems. Conversely, TD children showed a modulation of activation with problem size in the verbal regions. This suggests that TD children were effectively engaging verbal mechanisms for the easier problems. Moreover, TD children with better language skills were more effective at engaging verbal mechanisms. In conclusion, results suggest that the numerical- and language-related processes involved in solving multiplication problems are impaired in MD children. Published by Elsevier Ltd.

The role of learning disability nurses in promoting cervical screening uptake in women with intellectual disabilities: A qualitative study.

PubMed

Lloyd, Jennifer L; Coulson, Neil S

2014-06-01

Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women with intellectual disabilities to access cervical screening in order to examine their role in promoting attendance and elucidate potential barriers and facilitators to uptake. Ten participants recruited from a specialist learning disability service completed a semi-structured interview and data were analysed using experiential thematic analysis. Identified individual barriers included limited health literacy, negative attitudes and beliefs and competing demands; barriers attributed to primary care professionals included time pressures, limited exposure to people with intellectual disabilities and lack of appropriate knowledge, attitudes and skills. Attendance at cervical screening was facilitated by prolonged preparation work undertaken by learning disability nurses, helpful clinical behaviours in the primary care context and effective joint working. © The Author(s) 2014.

Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

ERIC Educational Resources Information Center

Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

2016-01-01

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…

Mathematics Screening: The Development and Pilot Study of a Mathematics Screening Instrument for K-2 Grades

ERIC Educational Resources Information Center

Anderson, Stephen A.

2010-01-01

This paper summarizes an action research project to develop a math screening instrument that would be effective (valid and reliable) and efficient (time for administration). An instrument was developed after review of the mathematics assessment and mathematics disabilities literature. The instrument was administered to kindergarten, first, and…

Learning about Learning Disabled College Students.

ERIC Educational Resources Information Center

Spalding, Norma V.

Information in this paper is presented to help college instructors identify and assist learning disabled (LD) students. The paper first explains what learning disabilities are, emphasizing that while LD students exhibit a discrepancy between apparent learning ability and actual academic achievement, they are not mentally retarded or emotionally…

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

NASA Astrophysics Data System (ADS)

Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2013 CFR

2013-10-01

... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2013-10-01 2013-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2014 CFR

2014-10-01

... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2014-10-01 2014-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

Code of Federal Regulations, 2012 CFR

2012-10-01

... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2012-10-01 2012-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

The Role of Parenting for the Adjustment of Children with and without Learning Disabilities: A Person-Oriented Approach

ERIC Educational Resources Information Center

Barkauskiene, Rasa

2009-01-01

A person-oriented approach was used to examine the role of parenting in the associations between single learning disabilities and multiple learning disabilities and the adjustment difficulties in 8-11-year-olds. The results revealed that multiple, but not single, learning disabilities were associated with greater difficulties in emotional and…

Piracetam: Its Possible Mode of Action in Children with Learning Disabilities and Its Effect on "in vitro" Cell Growth

ERIC Educational Resources Information Center

Britz, R.; Bester, M. J.; da Silva, A.; Motsoane, N. A.; Marx, J.; Naude, H.; Pretorius, E.

2006-01-01

The use of pharmaceutical products such as Piracetam (Nootropil[R]) for the treatment of learning disabilities is becoming increasingly prevalent, and some studies have shown successful treatment of learning disabilities in children. This research article will discuss traditional uses of Piracetam, as well as uses in learning disabilities, with…

General Information about Learning Disabilities (Fact Sheet Number 7) = Informacion General sobre Impedimentos en el Aprendizaje (Fact Sheet Number 19).

ERIC Educational Resources Information Center

Interstate Research Associates, Inc., Washington, DC.

This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as…

The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

ERIC Educational Resources Information Center

Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan

2009-01-01

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using…

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

The Valued People Project: users' views on learning disability nursing.

PubMed

Gates, Bob

A well-educated and trained workforce is undoubtedly crucial to the development of quality care for people with learning disabilities. Notwithstanding this, and unsure as to the need to continue to commission educational programmes for one part of this workforce-pre-registration learning disability nursing-South Central Strategic Health Authority commissioned the Valued People Project to undertake a detailed strategic review of educational commissioning, along with a review of the specialist learning disability health workforce more generally. This project has recently been completed, and provides a unique evidence-based expert evaluation of the future strategic direction of education commissioning and leadership for workforce issues in specialist learning disability services, as well as the wider NHS workforce. This is the first in a series of articles that reports on one aspect of the project: the focus group work undertaken with parents and relatives of people with learning disabilities, and people with learning disabilities themselves, as to the need and type of health workforce needed to support them in the future. The article concludes by identifying the key messages of importance from parents and people with learning disabilities concerning the future specialist and wider NHS workforce.

Scaffolding in geometry based on self regulated learning

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2017-12-01

This research aim to know the influence of problem based learning model by scaffolding technique on junior high school student’s learning achievement. This research took location on the junior high school in Banyumas. The research data obtained through mathematic learning achievement test and self-regulated learning (SRL) questioner. Then, the data analysis used two ways ANOVA. The results showed that scaffolding has positive effect to the mathematic learning achievement. The mathematic learning achievement use PBL-Scaffolding model is better than use PBL. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

Myths about Foreign Language Learning and Learning Disabilities

ERIC Educational Resources Information Center

Sparks, Richard L.

2016-01-01

Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability…

Group investigation with scientific approach in mathematics learning

NASA Astrophysics Data System (ADS)

Indarti, D.; Mardiyana; Pramudya, I.

2018-03-01

The aim of this research is to find out the effect of learning model toward mathematics achievement. This research is quasi-experimental research. The population of research is all VII grade students of Karanganyar regency in the academic year of 2016/2017. The sample of this research was taken using stratified cluster random sampling technique. Data collection was done based on mathematics achievement test. The data analysis technique used one-way ANOVA following the normality test with liliefors method and homogeneity test with Bartlett method. The results of this research is the mathematics learning using Group Investigation learning model with scientific approach produces the better mathematics learning achievement than learning with conventional model on material of quadrilateral. Group Investigation learning model with scientific approach can be used by the teachers in mathematics learning, especially in the material of quadrilateral, which is can improve the mathematics achievement.

Inquiry based learning: a student centered learning to develop mathematical habits of mind

NASA Astrophysics Data System (ADS)

Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.

2018-05-01

Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

ERIC Educational Resources Information Center

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

Learning Disabilities

ERIC Educational Resources Information Center

Myklebust, Helmer R.

1976-01-01

Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)

Academic Students' Attitudes toward Students with Learning Disabilities

ERIC Educational Resources Information Center

Gonen, Ayala; Grinberg, Keren

2016-01-01

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

Advanced Mathematical Thinking and Students' Mathematical Learning: Reflection from Students' Problem-Solving in Mathematics Classroom

ERIC Educational Resources Information Center

Sangpom, Wasukree; Suthisung, Nisara; Kongthip, Yanin; Inprasitha, Maitree

2016-01-01

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In…

Mathematics, the Computer, and the Impact on Mathematics Education.

ERIC Educational Resources Information Center

Tooke, D. James

2001-01-01

Discusses the connection between mathematics and the computer; mathematics curriculum; mathematics instruction, including teachers learning to use computers; and the impact of the computer on learning mathematics. (LRW)

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

PubMed Central

Shifrer, Dara; Muller, Chandra; Callahan, Rebecca

2014-01-01

The disproportionate identification of learning disabilities among certain socio-demographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. We use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that socio-demographic characteristics are predictive of identification with a learning disability. While some conventional areas of disproportionality are confirmed (males and language minorities), differences in SES entirely account for African-American and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in investigation of disproportionality. PMID:20587753

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

NASA Astrophysics Data System (ADS)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

The Implementation of Learning Together in Improving Students' Mathematical Performance

ERIC Educational Resources Information Center

Hobri; Dafik; Hossain, Anowar

2018-01-01

This research study investigated the effects of Learning Together model of group learning on students' mathematics achievement and attitudes toward mathematics, and identified teachers' perception on the implementation of Learning Together in secondary mathematics classrooms in Natore, Bangladesh. The mood of triangulation, a combination of…

Psychiatrist's Notebook.

ERIC Educational Resources Information Center

Gifted Child Today (GCT), 1988

1988-01-01

A child psychiatrist offers a brief introduction to learning disabilities: their causes, common signals of learning disabilities, student assessment to clarify the existence of a learning disability, and treatment with special educational services or medication. (JDD)

Answers for Parents of the Child with Learning Disabilities. Showing and Telling It Like It Is!

ERIC Educational Resources Information Center

McCurley, Arlene Bell

The guidebook for parents of learning disabled (LD) children provides answers to questions such as the following: What is a learning disability? How does an LD child behave? What should parents who suspect their child has a learning disability do? Can an LD child succeed in school? How should parents discipline an LD child? How can parents manage…

INTERNATIONAL APPROACH TO LEARNING DISABILITIES OF CHILDREN AND YOUTH, ANNUAL INTERNATIONAL CONFERENCE OF THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES, INC. (3RD, TULSA, OKLAHOMA, MARCH 3-5, 1966).

ERIC Educational Resources Information Center

MESIROW, LOUISE

SELECTED PRESENTATIONS (27) OF PARTICIPANTS IN THE THIRD INTERNATIONAL CONFERENCE OF THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES ARE PRESENTED. PAPERS FROM GENERAL SESSIONS DISCUSS THE FOLLOWING TOPICS--LEARNING DISABILITIES, A SCREENING SCALE, DIAGNOSIS AND REMEDIATION, ETIOLOGY, AND READING. OTHER TOPIC AREAS INCLUDE MEDICATION, THE…

Screening for Diabetic Retinopathy in Adults with Learning Disability: Current Uptake and Adjustments to Facilitate Equality of Access

ERIC Educational Resources Information Center

Pilling, Rachel F.

2015-01-01

Equality of access to health care for adults with learning disability has been in the spotlight in the UK in recent years due to publication of several reports. Adults with learning disability are thought to account for a significant proportion of the diabetic population in the UK. A list of adults known to the learning disability health…