Why Is Math So Hard for Some Children?
The Nature and Origins of Mathematical Learning Difficulties and Disabilities
Published on 30. March 2007
Book
Hardback
488 pages
978-1-55766-864-6 (ISBN)
Description
This book will comprise a comprehensive and multidisciplinary treatment of current research on mathematical learning disabilities. Empirical, theoretical, methodological, and pedagogical perspectives on this rapidly evolving area will be discussed, drawing on a wide range of fields including cognitive and developmental psychology, educational psychology, neuropsychology, cognitive neuroscience, behavior genetics, and special education. Topics to be discussed include: issues of clarification and definition; the prevalence of mathematical learning disabilities; the role of language in mathematical learning; math anxiety; motivation; gender; cultural influences; effective instructional interventions; and much more.
More details
Language
English
Place of publication
Baltimore
United States
Target group
Professional and scholarly
Product notice
Unsewn / adhesive bound
Paper over boards
Illustrations
Illustrations
Dimensions
Height: 236 mm
Width: 159 mm
Thickness: 29 mm
Weight
721 gr
ISBN-13
978-1-55766-864-6 (9781557668646)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Daniel B. Berch is Associate Chief, Child Development and Behavior Branch, National Institute of Child Health and Human Development, National Institutes of Health, in Bethesda, Maryland. Michele M.M. Mazzocco is Associate Professor of Psychiatry, Johns Hopkins School of Medicine; Associate Professor of Population and Family Health Sciences, Johns Hopkins Bloomberg School of Public Health; and Director, Math Skills Development Project, Kennedy Krieger West Campus, in Baltimore, Maryland.
Content
Characterizing Learning Disabilities in Mathematics; Historical Overview of the Field; Classification and Definitional Issues; Prevalence of Developmental Discalculia; Cognitive and Information Processing Features; Fundemental Information-Processing Deficits; Strategy Use, Long-Term Memory, and Working Memory Capacity; Do Words Count? Connections between Mathematics and Reading Difficulties; Fraction Skills and Proportional Reasoning; Neuropsychological Factors; Specific Language Impairment and Mathematical Disabilities; Neurodevelopmental Disorders (Turner, Fragile X, Williams); Mathematical Disabilities in Congenital and Acquired Neurodevelopmental Disorders; Neuropsychological Case Studies on Arithmetic Processing; Neurobiological and Genetic Substrates; Neuroanatomical Features of Mathematical Processing; Quantitative Genetics and Mathematical Abilities/Disabilities; Additional Influences on Math Disability; Is Math Anxiety a Mathematics Learning Disability?; Influences of Gender, Ethnicity, and Motivation on Mathematics Performance; Instructional Interventions; Early Intervention for Children at Risk of Developing Math Disabilities; Mathematical Problem Solving: Instructional Intervention; Quantitative Literacy and Developmental Dyscalculia.