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Table of Contents
Related Titles:
Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners
Academic Success Strategies for Adolescents with Learning Disabilities and ADHD
The Voice of Evidence in Reading Research
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New!
Why Is Math So Hard for Some Children?
The Nature and Origins of Mathematical Learning Difficulties and Disabilities
Edited by Daniel B. Berch, Ph.D., & Michèle M.M. Mazzocco, Ph.D.
| "The best analysis and presentation of the science of learning disabilities and difficulties in mathematics development to date. This is a profoundly important book." —G. Reid Lyon, Ph.D., Executive Vice President for Research and Evaluation, Higher Ed Holdings, LLC, and Whitney International University System |
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 base on what's behind these students' difficulties in learning math. That's just what they'll get with this landmark book—the first and only definitive research volume on this important topic in education.
Comprehensive and multidisciplinary, this resource gives educational decision-makers and researchers in-depth theoretical and practical insight into mathematical learning difficulties and disabilities, combining diverse perspectives from fields such as special education, educational psychology, cognitive neuroscience, and behavioral genetics.
More than 35 internationally known contributors share their expertise on
- risk factors for developing difficulties with math
- connections between mathematics and reading disabilities
- neuropsychological factors in mathematical learning disabilities
- information processing deficits
- individual difference factors in mathematics difficulties, including the influences of motivation, gender, and socio-cultural background
- math anxiety
- the role of genetics
- effective instructional interventions
Based on the most current research available, this highly informative book gives readers the foundation they need to advance research, teaching strategies, and policies that identify struggling students—and to begin developing appropriate practices that really help these students improve their math skills.
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ORDERING INFO
ISBN 978-1-55766-864-6
Hardcover
488 pages
6 x 9
2007
$49.95
Stock# 68646
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Table of Contents
About the Editors
About the Contributors
Foreword: The Birth of a New Discipline
Robert S. Siegler
Preface
Acknowledgments
PART I
Section I: Characterizing Learning Disabilities in Mathematics
Chapter 1. Historical and Contemporary Perspectives on Mathematics Learning Disabilities
Russell Gersten, Ben Clarke, & Michèle M.M. Mazzocco
Chapter 2. Defining and Differentiating Mathematical Learning Disabilities and Difficulties
Michèle M.M. Mazzocco
Chapter 3. Prevalence of Developmental Dyscalculia
Ruth S. Shalev
Section II: Cognitive and Information Processing Features
Chapter 4. Information Processing Deficits in Dyscalculia
Brian Butterworth & Vivian Reigosa
Chapter 5. Strategy Use, Long-Term Memory, and Working Memory Capacity
David C. Geary, Mary K. Hoard, Lara Nugent, & Jennifer Byrd-Craven
Chapter 6. Do Words Count? Connections Between Mathematics and Reading Difficulties
Nancy C. Jordan
Chapter 7. Fraction Skills and Proportional Reasoning
Steven A. Hecht, Kevin J. Vagi, & Joseph K. Torgesen
Commentary on Part I, Section II: Cognitive Aspects of Math Disabilities
H. Lee Swanson
PART II
Section III: Neuropsychological Factors
Chapter 8. Mathematical Development in Children with Specific Language Impairments
Chris Donlan
Chapter 9. The Contribution of Syndrome Research to Understanding Mathematics Learning Disability: The Case of Fragile X and Turner Syndromes
Michèle M. M. Mazzocco, Melissa M. Murphy, & Michael McCloskey
Chapter 10. Mathematical Disabilities in Congenital and Acquired Neurodevelopmental Disorders
Marcia A. Barnes, Jack M. Fletcher, & Linda Ewing-Cobbs
Chapter 11. Math Performance of Students with ADHD: Cognitive and Behavioral Contributors and Interventions
Sydney S. Zentall
Chapter 12. Neuropsychological Case Studies on Arithmetic Processing
Laura Zamarian, Alex López-Rolón, & Margarete Delazer
Commentary on Part II, Section III: Neuropsychological Factors
Rebecca Bull
Section IV: Neurobiological and Genetic Substrates
Chapter 13. Neuroanatomical Approaches to the Study of Mathematical Ability and Disability
Tony J. Simon and Susan M. Rivera
Chapter 14. Quantitative Genetics and Mathematical Abilities/Disabilities
Stephen A. Petrill and Robert Plomin
PART III
Section V: Additional Influences on Mathematical Difficulties
Chapter 15. Is Math Anxiety a Mathematical Learning Disability?
Mark H. Ashcraft, Jeremy A. Krause, & Derek R. Hopko
Chapter 16. Influences of Gender, Ethnicity, and Motivation on Mathematical Performance
James M. Royer & Rena Walles
Section VI: Instructional Interventions
Chapter 17. Early Intervention for Children at Risk of Developing Mathematical Learning Difficulties
Sharon Griffin
Chapter 18. Mathematical Problem Solving: Instructional Intervention
Lynn S. Fuchs & Douglas Fuchs
Chapter 19. Quantitative Literacy and Developmental Dyscalculias
Michael McCloskey
Commentary on Part III, Section VI: Instructional Interventions and Quantitative Literacy
Herbert P. Ginsburg & Sandra Pappas
Index
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